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Makwinja, Veronica Margaret. "Rethinking Education In Botswana: A Need To Overhaul The Botswana Education System." Journal of International Education Research (JIER) 13, no. 2 (December 1, 2017): 45–58. http://dx.doi.org/10.19030/jier.v13i2.10075.
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Botswana through its two educational reform philosophies of 1977 and 1994 envisioned a developing education system that is on par with international standards. According to Tabulawa (2009), the education system was developed to produce critical thinkers, problem solvers, and innovative learners. The system was designed to provide opportunities for all students by providing access to all, improve the standards of education, emancipate Batswana from illiteracy, and develop their capabilities to create a social transformation in their lives. Education was to be a vehicle for continuous positive change that would ultimately enable people to build a better world. However, the system is wanting since most students drop out of school, fail the national examinations, or are unemployable graduates.
Research shows that the standard and quality of education is deteriorating as evidenced by high rates of failure at primary and secondary schools. This paper established the reasons for deteriorating standards and failure of students; and whether this was a result of the difficulty, the country finds itself in attempting to re-think and change its educational system to improve the standards or any other factors. This paper reviewed the obstacles leading to high failure rate in one primary school and the need to overhaul, rethink, reform and transform the country’s education system.
This study was carried out at the Ministry of Education and Skills Development, which is presently divided into two sub departments; the Ministry of Basic Education and Tertiary Education, Research, Science and Technology and one (1) primary school in Gaborone through the use of qualitative method.
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Bagwasi, Mompoloki Mmangaka. "The major educational policies, models and ideas that have influenced Botswana’s education system." Policy Futures in Education 17, no. 3 (October 25, 2018): 370–82. http://dx.doi.org/10.1177/1478210318807779.
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Botswana’s education system, like many other African systems, is greatly influenced by western educational ideas and models. This article reviews Botswana’s education system by examining the policies, models and ideas that have influenced its development. Specifically, the review involves tracing the development of the education system of Botswana from the pre-colonial era to the present and highlighting the educational ideas and models in use at each stage. Since most of the educational ideas are based on western models, the article seeks whatever Platonic underpinnings that might belie these ideas. This is because Plato is considered to be one of the greatest thinkers of all time whose ideas on education are pervasive. His ideas have influenced western education systems as well as modern intellectual and educational thinking.
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Mrstik, Samantha L., Lisa A. Dieker, and C. Okechukwu Abosi. "An Examination of Inclusive Practices for Students with Learning Disabilities in Botswana: A Literature Review." Exceptionality Education International 30, no. 3 (December 31, 2020): 124–43. http://dx.doi.org/10.5206/eei.v30i3.13510.
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The country of Botswana has passed laws to support the human rights of their citizens, including people with learning disabilities. In accordance with the United Nations’ guidelines, Botswana’s human rights initiatives, and the international movement toward inclusive education, inclusive educational reform is taking place. We have conducted a comprehensive literature review, the purpose of which was to establish the progress Botswana has made in special education policy, implementation of policy into schools, and the strides made toward inclusion. However, there are still many struggles comparable to many school systems in African nations. Key findings include a nation with significant developments in human rights which includes a developing inclusive education system with both policy and implementation, yet, still coping with the growing pains of a young special education program.
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Ketsitlile, Lone. "An Integrative Review on the San of Botswana's Indigenous Literacy and Formal Schooling Education." Australian Journal of Indigenous Education 41, no. 2 (December 2012): 218–28. http://dx.doi.org/10.1017/jie.2012.21.
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The San are Southern Africa's first indigenous peoples. They can be found in South Africa, Botswana, Zimbabwe and Namibia. The San peoples in Botswana still face discrimination, especially in the education sector, as their indigenous literacy and way of life are largely ignored. Their languages are not part of the school curriculum in Botswana and it is English (the official language) and Setswana (the national language) that are taught in schools. In theory, this should not be the case. This highly disadvantages San children as they underperform and drop out of school. Hence, very few have made it to the University of Botswana and the Colleges of Education. In order for Botswana to reach its aim of an educated and informed nation by 2016, San peoples need to be catered for in the education system of Botswana. This article is an integrative review about the San of Botswana and (1) explains what has been studied about the San with regard to their indigenous ways of knowing and reading the world; (2) gives a clear picture of their formal schooling experiences; and, (3) provides an overview of their English and Setswana language acquisition.
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Chilisa, Bagele. "New Developments in the National Examination System in Botswana." Educational Measurement: Issues and Practice 18, no. 4 (October 25, 2005): 28–29. http://dx.doi.org/10.1111/j.1745-3992.1999.tb00280.x.
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Mpabanga, Dorothy. "Performance Monitoring and Evaluation in Botswana’s Public Service: Achievements and Challenges." Africa’s Public Service Delivery and Performance Review 4, no. 1 (March 1, 2016): 50. http://dx.doi.org/10.4102/apsdpr.v4i1.106.
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The paper aims to explore the implementation of performance monitoring and evaluation tools used in Botswana’s public service. The paper also identifies achievements and challenges of implementing performance monitoring and evaluation system and suggests ways for improvement. This paper uses secondary data sources. The paper reveals lack of performance monitoring and evaluation skills, poor supervision, poor conditions of service and a poor work ethic as some of the factors contributing to ineffective use of performance monitoring and evaluation tools in the service. Leadership commitment and support, benchmarking reforms, training and education, developed administrative and governance structures as well as well-defined public policy and program formulation and implementation processes are some of the success factors to enhanced performance management and evaluation systems in Botswana. The paper argues for adoption of a developmental-led model in order to enhance existing performance monitoring and evaluation system that would improve implementation of government policies and programs. Botswana has been striving to excel in service delivery through performance monitoring and evaluation oriented reforms.
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Marumo, Boipuso B., and Nkobi O. Pansiri. "Early School Withdrawals and Underperformance as Indicators of Poor Attention to Learner’s Welfare: Botswana in 50 Years of Self-Rule." Journal of Educational Issues 2, no. 2 (December 8, 2016): 367. http://dx.doi.org/10.5296/jei.v2i2.10270.
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<p>September 30<sup>th</sup> 2016 was Botswana’s 50th birthday. Botswana, a deeply impoverished country in 1966 was on that day an upper-middle income country in the world rankings. Its education expenditure was one of the highest in the world, at around 9% of the GDP. It was on record to have provided more than 90% of universal and free primary education. Guided by the 1977 and 1994 education policies, the country committed itself to the universal declaration that education is a fundamental human right. It adopted a priority of reducing the growing percentages of non-enrolled school age children, let alone working around the clock to increase access to basic education schooling. Despite these good policies and sound financial resources, it has not escaped global challenges of unequal access which has denied some learners the opportunity to complete their education programmes. It also faced huge challenges of low school retention rates, particularly in the basic education programme, that is primary and secondary school systems. This article considers these challenges as critical indicators of lack of attention to learner’s welfare in public schools. It argues that in the 50 years of self-rule, the basic education program remained trapped in a culture of moral indifference and silent exclusion. The article argues that post 50<sup>th</sup> birthday, Botswana needs to begin a new chapter, developing an education system that cares about learner’s education welfare more than ever before.</p>
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Pandey, Sid N. "Education, Technology and Development in the Third World Countries." Bulletin of Science, Technology & Society 17, no. 5-6 (November 1997): 283–90. http://dx.doi.org/10.1177/0270467697017005-610.
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In the light of Jacques Ellul's ideas on technology and Ivan Illich's views on education, what follows is a discussion of the present attempt of Botswana (amidst the Southern African Countries) to expand and modernize its educational system through the use of new technology to educate its people. The problems encountered in adopting technology are used as cautions for the Third World countries attracted to new technology for educating the vast majority. Illich's proposal for replacing the formal schools with the tools of conviviality for the learners is considered useful and relevant.
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Littman-Quinn, Ryan, Chikoti Mibenge, Cynthia Antwi, Amit Chandra, and Carrie L. Kovarik. "Implementation of m-health applications in botswana: telemedicine and education on mobile devices in a low resource setting." Journal of Telemedicine and Telecare 19, no. 2 (February 2013): 120–25. http://dx.doi.org/10.1177/1357633x12474746.
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Although Botswana has recently been categorised as an upper middle income country, it is burdened by a scarcity of resources, both human and technological. There are barriers to patients’ access to specialized care and healthcare providers’ access to medical knowledge. Over the past three years, the Botswana-University of Pennsylvania Partnership (BUP) has piloted four mobile telemedicine projects in the specialties of women's health (cervical cancer screening utilizing visual inspection with acetic acid), radiology, oral medicine and dermatology. Mobile telemedicine has been used in 11 locations in Botswana, training a total of 24 clinicians and successfully contributing to the management of 643 cases. In addition to mobile telemedicine, BUP has initiated an m-learning programme with the University of Botswana School of Medicine. While successfully providing patients and providers with improved access to healthcare resources, the m-health projects have faced numerous technical and social challenges. These include malfunctioning mobile devices, unreliable IT infrastructure, accidental damage to mobile devices, and cultural misalignment between IT and healthcare providers. BUP has worked with its local partners to develop solutions to these problems. To ensure sustainability, m-health programmes must have strategic goals that are aligned with those of the national health and education system, and the initiatives must be owned and led by local stakeholders. Whenever possible, open source technology and local IT expertise and infrastructure should be employed.
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Thomas, P. "Opportunities and Challenges of Emerging Technologies in Higher Education." International Journal of Innovation in the Digital Economy 1, no. 4 (October 2010): 27–40. http://dx.doi.org/10.4018/jide.2010100103.
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Recent unprecedented advances in digital technologies and their concomitant affordances in education seem to be a great opportunity to adequately address burgeoning demand for high quality higher education (HE) and the changing educational preferences. It is increasingly being recognised that using new technology effectively in HE is essential to prepare students for its increasing demand. E-learning is an integral component of the University of Botswana’s teaching and learning culture, however, teachers who are from a traditional educational system are often ill-prepared to change their role from the all-knowing “sage on the stage” who operated under the “transmission” model, to the “guide on the side” which adopts new technologies effectively for student learning. Therefore, this paper argues that one of the ways to achieve substantial pedagogical innovations is to bring a significant change in the understanding of the processes of the scholarship of teaching and learning (SoTL). This paper explores new directions for conducting scholarly activities at the University of Botswana (UB) to address the needs of today’s students, concluding with a call for a collaborative approach to teaching, research, and publishing to enhance student learning experience in diversified and socially rich collaborative learning contexts.
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Mokibelo, Eureka B. "Why We Drop Out of School: Voices of San School Dropouts in Botswana." Australian Journal of Indigenous Education 43, no. 2 (November 10, 2014): 185–94. http://dx.doi.org/10.1017/jie.2014.26.
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Among San communities in Botswana, the rate of student disengagement from both primary and junior secondary school is an ongoing concern for educators. San learners leave school at all levels of primary and junior secondary education. Students who leave school have tended not to provide reasons as to why they are dropping out. This study investigated some of the reasons why San learners decided to drop out at primary and junior secondary school levels in the Central District in Botswana. In-depth interviews were undertaken with 20 former students living in five cattle-posts where the participants worked as cattle herders. The results indicate that some San drop out of school for reasons of survival, both within and outside school. The findings of the study offer insights into some of the issues that impede students within San communities in achieving their educational goals. Further, the findings could assist educational authorities in their review of current educational practices in Botswana so that that all citizens can be appropriately accommodated within the education system.
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Oats, Reginald, and Meshack T. Gumbo. "Insights on the Benefits and Challenges of the Skills Development Program at Kgalagadi South Subdistrict of Botswana: Beneficiaries’ Experiences." Adult Education Quarterly 69, no. 2 (February 15, 2019): 83–100. http://dx.doi.org/10.1177/0741713619827647.
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A fit-for-purpose, functional program is the vehicle that guarantees the relevance of an education system by ensuring the sustainability of the society. Failure of a program to be relevant has the potential to cause crisis in a society. This basic qualitative research study explored the experiences of the beneficiaries of a skills development program (SDP) in the rural Kgalagadi south subdistrict of Botswana with specific reference to the benefits and challenges of the program and its potential to improve their livelihoods. Twelve beneficiaries (program participants) of the SDP and their four trainers were purposively selected and interviewed. Data were also collected through observation. The findings indicated that the participants benefited from the SDP training in terms of knowledge, skills, and competencies that they had acquired. As such, they now could make good quality products. The findings also showed that the beneficiaries faced certain challenges with the SDP, especially the lack of financial muscle to sponsor their products. With the necessary improvements, the SDP promises to improve the livelihoods of those who undergo the training in the Kgalagadi south rural communities. This study sheds new insights on the benefits and challenges of the SDP, and this can help decision-makers and funders (Botswana government in particular) in the review of the program.
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Khutsafalo, Diketso Kelebemang, and Ushe Makambe. "Pedagogical strategies and Motivation of Hospitality Management Learners in a Higher Education Institution in Botswana." East African Journal of Education Studies 2, no. 1 (December 23, 2020): 197–210. http://dx.doi.org/10.37284/eajes.2.1.257.
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The Botswana higher education system has been producing low-quality unemployable graduates and the low levels of learner motivation is believed to be a major factor. Premised on the Self-Determination Theory, the purpose of this study was to explore the nexus between pedagogical strategies and motivation of hospitality management learners in a selected higher education institution in Botswana. A descriptive survey design was adopted while the quantitative methodology was employed. Descriptive and inferential statistics such as the mean, standard deviation, correlation and regression, which were products of the Statistical Package for Social Sciences (SPSS) software, were used to analyse data that was collected from 128 respondents who were selected from a population of 189 learners using stratified random sampling. This study provided empirical evidence on the influence of pedagogical strategies on learner motivation and will provide instructors with knowledge of pedagogical approaches that either facilitate or impede learner motivation. The findings of the study revealed a significant relationship between pedagogical strategies and learner motivation. However, it was discovered that certain pedagogical strategies employed by the instructors had a negative effect on learner motivation namely low quality of academic advising, not affording learners enough opportunities to do presentations in class and failure to effectively inculcate collaborative skills among learners. It is recommended that learners should be afforded opportunities for collaborative learning to stimulate peer engagement which facilitate motivation. The institution should ensure that the curriculum incorporates contemporary issues that are relevant to the learners, industry and society as this will instil in the learners a reason to want to learn with the assurance of ready employment after graduation.
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Motsatsi, Johane Moilwa. "Financial Sector Innovation and Economic Growth in the Context of Botswana." International Journal of Economics and Finance 8, no. 6 (May 24, 2016): 291. http://dx.doi.org/10.5539/ijef.v8n6p291.
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The objective of this study is to examine the role of financial sector development on economic growth using quarterly time series data for the period 2006-2014. We used Autoregressive Distributed Lag (ARDL) model to estimate the impact of technological innovation (Automated Teller Machines {ATMs} and Electronic Funds Transfer at Point of Sale{EFTPOS}), business innovation (bank deposits and credit to private sector) and other determinants of economic growth (inflation, trade and interest rate) on economic growth. The results show that both the technological and business innovation variables have a positive impact on economic growth. Therefore, policies aimed at promoting more distribution and nationwide spread of ATMs and EFTPOS more particularly in rural areas where they are scarce would boost the growth of the economy. In addition, The Global Competitiveness Report (GCR) asserted that Botswana’s financial market is still undeveloped and fall short to the development level of middle income countries. GCR identified the quality of the education system as the main factor dragging the development of the financial sector down. It is focused more on academic achievement rather than equipping learners with practical skills and work experience that can support the national innovative initiatives.
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Badimo, Dandy. "Factors influencing adoption of high tunnels for tomato production in northeast district, Botswana." International Journal of Agricultural Research, Innovation and Technology 10, no. 2 (January 21, 2021): 100–109. http://dx.doi.org/10.3329/ijarit.v10i2.51583.
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The study was carried out to investigate constraints and determinants of high tunnels adoption for tomato production in the North-East District of Botswana, using household survey data sourced directly from 116 horticultural farmers during the months of May and June 2017. Descriptive statistics and a binary probit regression model were employed to analyze constraints and determinants of high tunnels adoption for tomato production. The prohibitive cost of high tunnels, inadequate knowledge on high tunnels, inadequate capital and markets were identified as major constraints that hinder high tunnels adoption. The adoption of high tunnels was found to be positively influenced by years of education, access to extension services and farm size. The findings suggest that encouraging tunnel designers to consider constructing the structure using local materials could be ideal to cut down on the startup cost. Strengthening extension service and re-engineering of the current extension system is necessary to improve the adoption rate of the technology.
Int. J. Agril. Res. Innov. Tech. 10(2): 100-109, December 2020
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Moahi, Donlisha, and Elmarie Costandius. "When art informs: challenging stereotypes in a multicultural educational setting in Botswana." Scholarship of Teaching and Learning in the South 2, no. 2 (September 30, 2018): 18. http://dx.doi.org/10.36615/sotls.v2i2.43.
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As classrooms become increasingly multicultural, authentic teaching and learning is essential to avoid the creation of a negative image of the ‘other’. Using a case study from a secondary school, an interpretive analysis was used to gain insight into how students made sense of their experiences and the significance of art as a platform to negotiate stigmas and stereotypes in class and school. The project generated space and context for students with different backgrounds to tell their stories and hear each other. Students revealed that language and dialects are also fundamental components of culture that should be supported by the education system. Art can be an especially effective catalyst for developing a critical awareness of issues of race, immigration, difference, and privilege. It is a platform for the negotiation and construction of meaning and could contribute towards removing the historic inequalities and injustices created by a stratified society.
How to cite this article:MOAHI, Donlisha; CONSTANDIUS, Elmarie. When art informs: challenging stereotypes in a multicultural educational setting in Botswana. Scholarship of Teaching and Learning in the South. v. 2, n. 2, p. 18-36, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=43&path%5B%5D=24
This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Pule, Pule Ishmael, Boitshwarelo Rachaba, Mgaywa Gilbert Mjungu Damas Magafu, and Dereje Habte. "Factors Associated with Intention to Donate Blood: Sociodemographic and Past Experience Variables." Journal of Blood Transfusion 2014 (November 5, 2014): 1–7. http://dx.doi.org/10.1155/2014/571678.
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Background and Objectives. This study was conducted to assess the level of intention of the general public towards blood donation and the factors associated with it. Methods. A descriptive cross-sectional study was conducted in South-East Botswana amongst participants aged 21–65 years. An interviewer-administered questionnaire was completed for 384 participants. Results. Of the 384 participants, 104 (27.1%) reported that they had donated blood in the past and 269 (70.1%) stated that they were willing to donate blood in the future. Thirteen out of the 104 past donors (12.5%) reported that they had donated blood in the 12 months preceding the survey and only 10 (9.6%) participants reported that they have been regular donors. In the backward logistic regression analysis, the variables that remained significant predictors of the intention to donate blood were secondary education (adjusted odds ratio (AOR) (95% confidence interval (CI)): 2.92 (1.48, 5.77)), tertiary education (AOR (95% CI): 3.83 (1.52, 9.62)), and knowing a family member who had ever donated blood (AOR (95% CI): 2.84 (1.58, 5.12)). Conclusion. Being informed about blood transfusion and its life-saving benefits through either the education system or the experience made people more likely to intend to donate blood. Evidence-based interventions to retain blood donors as regular donors are recommended.
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Peluso, Michael J., Neo Tapela, John Langeveldt, Margaret E. Williams, Kagiso Mochankana, Kebonye Motseosi, Brian Ricci, et al. "Building Health System Capacity through Medical Education: A Targeted Needs Assessment to Guide Development of a Structured Internal Medicine Curriculum for Medical Interns in Botswana." Annals of Global Health 84, no. 1 (April 30, 2018): 151. http://dx.doi.org/10.29024/aogh.22.
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Hockenberry, Marilyn, Tadala Mulemba, Aisha Nedege, Kitsiso Madumetse, and Jennifer Higgins. "Improving Care for Children With Cancer in Sub-Saharan Africa Through Distance-Based Nursing Education." JCO Global Oncology 6, Supplement_1 (July 2020): 31. http://dx.doi.org/10.1200/go.20.26000.
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PURPOSE Nursing specialization in the care of children with cancer provides the foundation for implementing successful pediatric oncology treatment programs throughout the world. Whereas the burden of childhood cancer care is highest in low- and middle-income countries (LMICs), opportunities for continuing nursing specialization are extremely limited. The Global HOPE Initiative, part of Texas Children’s Hospital in Houston, TX, has developed and implemented a distance-based training program for nurses working in sub-Saharan Africa. METHODS After a needs assessment, the program was developed using the Internet-based, open-sourced education platform, MOODLE. MOODLE is an acronym for Modular Object-Oriented Dynamic Learning Environment, an online learning management system that provides custom learning environments. As Internet access can be difficult at the clinical sites, computer tablets are provided with all educational materials downloaded from the MOODLE learning site. Courses are taught using a modular approach and core competencies established for each module. Zoom and WhatsApp technologies are used for shared learning discussions. A Project ECHO (Extension for Community Healthcare Outcomes) for Global HOPE Nursing was implemented monthly to support the growth of the distance-based learning network. RESULTS This distance-based education program teaches the principles of nursing care for a child with cancer and has been implemented in Malawi, Uganda, and Botswana, where 35 nurses are now enrolled. Formal course evaluation includes written pre- and post-tests and simulated checkoffs on essential pediatric oncology nursing competencies, such as chemotherapy administration. Sixteen nurses have completed the program in the first year and significant improvement in knowledge, self-competency, and skills was found. CONCLUSION The success of this distance-based learning program emphasizes the importance of formal training for nurses in LMICs to become full-time specialists in pediatric oncology nursing. Education programs that build capacity to develop specialists in pediatric oncology nursing are essential to improve global cure rates for children with cancer in LMICs.
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West, J. C. "Higher education in Botswana for 2010." Computing & Control Engineering Journal 3, no. 2 (1992): 95. http://dx.doi.org/10.1049/cce:19920027.
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Kiggundu, John. "University Education and Intellectual Property in the Digital Era." International Journal of Innovation in the Digital Economy 1, no. 4 (October 2010): 19–26. http://dx.doi.org/10.4018/jide.2010100102.
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The national level of Intellectual Property Law covers national legislation and policy as well as common law, while at the international level it covers international treaties and conventions to which Botswana is a signatory. The Mission of the University of Botswana is to advance the intellectual and human resource capacity of the nation and the international community. In this regard, the goal of this paper is that the University plays a central role in the development of intellectual property law and policy and in the protection of intellectual property at the University and the nation at large. The University must articulate its position on intellectual property issues so as to influence national policy and legislation as well as international developments in intellectual property in the digital era. The area that greatly affects the University of Botswana in its core business is copyright. Accordingly, this paper focuses mainly on issues arising in copyright especially in the digital era and how they affect the University’s core business. The paper covers the duration of copyright, licensing agreements, the cost of digital information, the preservation of digital information, distance learning, the protection of indigenous knowledge systems, and the development of intellectual property education.
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Wilmshurst, T. J. "Letter to the Editor: Higher education in Botswana." Computing & Control Engineering Journal 3, no. 4 (1992): 151. http://dx.doi.org/10.1049/cce:19920041.
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Mhlauli, Mavis Bashingie. "Eyeing Innocent Souls: The trajectory of Domestic violence and children's education in Botswana." Advances in Social Sciences Research Journal 7, no. 1 (January 13, 2020): 100–111. http://dx.doi.org/10.14738/assrj.71.7613.
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The purpose of this paper is to interrogate the effects of domestic violence among children in Botswana. Domestic violence is a global problem as it affects people from both poor and stable economies. Research has shown that there is a link between domestic violence and child abuse. This link has been shown in and confirmed by various studies conducted in a number of countries including China, South Africa, Colombia, India, Egypt, Philippines and Mexico (Unicef, 2005). Botswana like many countries of the world has a challenge of protecting children from being victims of domestic violence. Most violence in Botswana is reported to occur within intimate relationships which takes the form of emotional, physical and psychological abuse and mostly occurs among women. It has also been observed that domestic violence is common mostly in male dominated cultures which are either patriarchal or patrilineal and often justified by their customs and traditions, and condoned by law (Kanchipuntu and Mwale, 2016). This violence is said to affect children’s lives as it may result in emotional trauma, physical and psychological barriers in schooling and educational experience in general (Lloyd, 2018). Paradoxically, children find themselves entangled in domestic violence with very little knowledge of what steps to take to end the form of abuse they experience. Governments, education systems and schools in particular have a role to play to mitigate the situation that children find themselves in hence the suggested strategies. More research needs to be undertaken to develop ways of dealing with domestic violence in schools which are culturally sensitive..
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Adekanmbi, Arinola Rebecca, and Benzies Y. Boadi. "Budgeting for library resources in colleges of education: Some findings from Botswana." Library Collections, Acquisitions, and Technical Services 32, no. 2 (January 2008): 68–75. http://dx.doi.org/10.1016/j.lcats.2008.05.003.
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Chilisa, Bagele. "National Policies on Pregnancy in Education Systems in Sub-Saharan Africa: The case of Botswana." Gender and Education 14, no. 1 (March 2002): 21–35. http://dx.doi.org/10.1080/09540250120098852.
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Sokwane, Lentswe, and Gbolagade Adekanmbi. "Exploring the Teaching and Learning Quality Question in Technical Education in Botswana." International Journal of Adult Vocational Education and Technology 10, no. 2 (April 2019): 25–39. http://dx.doi.org/10.4018/ijavet.2019040103.
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Due to a perception that the quality of their certificates was in question, students of the Gaborone Technical College (GTC), along with their counterparts in similar institutions, went on a strike in 2016. Based on a subsequent case study of the college, completed in 2018, this article examines the quality question in technical education in Botswana. The study set out to assess the implementation of policies guiding teaching and learning; examines the quality of resources for teaching and learning; appraises the nature and use of support systems for teaching and learning; investigates the views of lecturers and students on the quality of teaching and learning and identifies the factors which inhibit the quality of teaching and learning. Using a mixed method approach, the study collected data from students, lecturers and college managers through questionnaires and semi-structured interviews. The results show the absence of a specific teaching and learning policy, thus questioning the quality of the implementation of the policy itself. The study shows that the availability of resources for enhancing quality teaching is questionable, and the general perception by staff and students is that the overall quality of teaching and learning is average. However, most staff have the required qualifications for quality teaching, adequate support services exist, but a low utilization of the support services is observed. Factors inhibiting the quality of teaching and learning include inadequate library reference materials, the slow pace of internet connectivity, the absence of technical support for staff and inadequate resources in laboratories. In line with the literature, the article recommends a prioritization of quality teaching as a strategic objective, the establishment of a teaching and learning framework and the continuing professional development of staff, among others.
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Panin, A. "THE ECONOMIC IMPACTS OF EDUCATION ON SMALLHOLDER CROP PRODUCTION SYSTEMS IN AFRICA: EMPIRICAL EVIDENCE FROM BOTSWANA." Agrekon 38, no. 2 (June 1999): 183–93. http://dx.doi.org/10.1080/03031853.1999.9523548.
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Mabunda, Sikhumbuzo, Blake Angell, Rohina Joshi, and Andrea Durbach. "Evaluation of the alignment of policies and practices for state-sponsored educational initiatives for sustainable health workforce solutions in selected Southern African countries: a protocol, multimethods study." BMJ Open 11, no. 4 (April 2021): e046379. http://dx.doi.org/10.1136/bmjopen-2020-046379.
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IntroductionHealth systems across the world are facing challenges with shortages and maldistribution of skilled health professionals. Return-of-service (ROS) initiatives are government-funded strategies used to educate health professionals by contracting beneficiaries to undertake government work on a year-for-year basis after their qualification. It is envisaged that once they have served their contract, they will be attracted to serve in the same area or government establishment beyond the duration of their obligatory period. Little is known about the processes that led to the development and implementation of ROS policies. Furthermore, there is no systematic evaluation of the strategies that demonstrate their utility. This research aims to evaluate the ROS initiatives, explore their efficacy and sustainability in five Southern African countries.Methods and analysisThis study will be conducted in South Africa, Eswatini, Lesotho, Botswana and Namibia in a phased approach through a multimethods approach of policy reviews, quantitative and qualitative research. First, a review will be conducted to explore current ROS schemes. Second, a quantitative retrospective cohort study of ROS scheme recipients for the period 2000–2010 will be undertaken. Information will be sourced from multiple provincial or national information systems and/or databases. Third, we will conduct semistructured group or individual interviews with senior health, education, ROS managing agency managers (where appropriate) and finance managers and/policy makers in each country to determine managers’ perceptions, challenges and the costs and benefits of these schemes. Fourth, we will interview or conduct group discussions with health professional regulatory bodies to assess their willingness to collaborate with ROS initiative funders.Ethics and disseminationEthics approval for this study was obtained through the Human Research Ethics Committees of the University of New South Wales (HC200519), Australia; South Africa and Lesotho (065/2020); Eswatini (SHR302/2020); Namibia (SK001); and Botswana (HPDME 13/18/1). Relevant findings will be shared through presentations to participating governments, publications in peer-reviewed journals and presentations at relevant conferences.
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Oats, Reginald, and Yewande Rukewe. "An investigation into the impact of career guidance on career choice of secondary students in Botswana." Advances in Social Sciences Research Journal 7, no. 1 (January 28, 2020): 384–98. http://dx.doi.org/10.14738/assrj.71.6865.
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This is a qualitative study undertaken through a case study design. The study was carried out to investigate into the impact of career guidance on career choice of secondary students in Botswana. Data was collected from form 5 students, guidance & counselling teachers and principals at four (4) private senior secondary schools in Gaborone using a focus group interview, individual interviews and a qualitative-questionnaire. The study was inspired by the quest to understand the impact of career guidance and information provided in secondary in determining career choice of students in schools. The Systems Theory Framework (STF) was used as a guide the study. The findings reveal the absence of a robust career guidance programmes and practices in most of the schools. In schools with career guidance programmes, these were found wanting. Students show their awareness on subject combination and requirements for entry into higher institution in their responses. However, majority of the participants did not have enough career information as expected of students at their final stage of secondary education. The study concludes that due to the dynamic nature of career choice and planning process, career decision of students are influenced by various factors and that as such students need career guidance and information in order to make informed and wise decisions. Thus, in light of findings from this study we recommend that systematic guidance programmes which will adequately address the career needs of learners be developed and provided in schools.
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Rahman, Md Naimur. "Urban Expansion Analysis and Land Use Changes in Rangpur City Corporation Area, Bangladesh, using Remote Sensing (RS) and Geographic Information System (GIS) Techniques." Geosfera Indonesia 4, no. 3 (November 25, 2019): 217. http://dx.doi.org/10.19184/geosi.v4i3.13921.
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This study aim to attempt mapping out the Land Use or Land Cover (LULC) status of Regional Project Coordination Committee (RPCC) between 2009-2019 with a view of detecting the land consumption rate and the changes that has taken place using RS and GIS techniques; serving as a precursor to the further study on urban induced variations or change in weather pattern of the cityn Rangpur City Corporation(RCC) is the main administrative functional area for both of Rangpur City and Rangpur division and experiencing a rapid changes in the field of urban sprawl, cultural and physical landscape,city growth. These agents of Land use or Land cover (LULC) varieties are responsible for multi-dimensional problems such as traffic congestion, waterlogging, and solid waste disposal, loss of agricultural land. In this regard, this study fulfills LULC changes by using Geographical Information Systems (GIS) and Remote Sensing (RS) as well as field survey was conducted for the measurement of change detection. The sources of data were Landsat 7 ETM and landsat 8 OLI/TIRS of both C1 level 1. Then after correcting the data, geometrically and radiometrically change detection and combined classification (supervised & unsupervised) were used. The study finds LULC changes built-up area, water source, agricultural land, bare soil in a change of percentage is 17.23, 2.58, -9.94, -10.19 respectively between 2009 and 2019. Among these changes, bare soil is changed to a great extent, which indicates the expansion of urban areas is utilizing the land to a proper extent.
Keywords: Urban expansion; land use; land cover; remote sensing; geographic information system (GIS); Rangpur City Corporation(RCC).
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Malejane, Aobakwe Bacos, and Kabo Diraditsile. "Botswana’s Education System: A Relative Analysis with South Korean Education System." Journal of Education, Society and Behavioural Science, October 11, 2019, 1–8. http://dx.doi.org/10.9734/jesbs/2019/v32i230168.
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Any education system has its advantages and disadvantages and the Botswana education system was developed to produce critical thinkers, problem solvers and innovative students. The system was framed to provide opportunities for all learners in order to develop their capabilities. However, the system is currently faced with a myriad of challenges as there are unprecedented proportions of graduates' unemployment, poor performance from national examinations, and dropping out of school. To bring this discussion into perspective, this paper adopts a narrative approach using literature and document analysis to examine Botswana's education system in comparison with the Asian education system. The paper seeks to learn lessons from the Asian education system; in particular, South Korea as its education systems is known to be robust and efficient in producing learners who continuously make positive changes in transforming their nation. In this regard, recommendations on what could be done to rectify the situation in Botswana in light of the South Korean education system have been made.
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Mokibelo, Eureka. "Language-in-education policy issues and Karl Marx’s views on education." International Journal of Scientific Research and Management 6, no. 04 (April 25, 2018). http://dx.doi.org/10.18535/ijsrm/v6i4.el11.
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This paper examines Botswana Language-in-Education Policy (LiEP) by relating it to the role of education as perceived by Karl Marx’s philosophy on ethnic minority groups in primary schools in Botswana. Botswana LiEP still recognizes only two languages of instruction despite the fact that it is a multilingual society with an estimation of 28 languages spoken in the country. The Marxist perspective on education is used as bedrock to describe the relevance of some of its principles and what the policy prescribes in primary school classes through citing some researches. All the cited researches were investigated through a qualitative approach using a questionnaire with open ended questions, interview, class observations, focus groups and field notes. The findings of these studies reveal that there are: inequalities in Primary School classes and beyond, lack of progression to the next levels of education, communication barriers which present themselves in many faces, and poor hostel conditions that impede on learners completion of lower education. This paper has concluded that indeed the capitalist education system imposes its ideology through the LiEP and it presents inequalities amongst learners in classrooms and beyond.
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Eureka Mokibelo. "Multilingualism and Multiculturalism in the Education System and Society of Botswana." US-China Education Review B 5, no. 8 (August 28, 2015). http://dx.doi.org/10.17265/2161-6248/2015.08b.002.
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Molosiwa, Annah Anikie. "Monocultural Education in a Multicultural Society:The Case of Teacher Preparation in Botswana." International Journal of Multicultural Education 11, no. 2 (December 2, 2009). http://dx.doi.org/10.18251/ijme.v11i2.168.
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In several policy documents reviewing the country’s education system, the Ministry of Education has made noteworthy pronouncements on how to improve teacher education in Botswana. This mainly concerns equipping teachers with pedagogical skills to better address the learning needs of the linguistically and culturally diverse student population. Even though at policy level it is acknowledged that Botswana is a multicultural society, at implementation stage there is no such evidence. This article argues that lack of implementation of policy pronouncements contradicts the government’s aspirations to provide equal learning opportunity to all learners. The infusion of courses in multicultural education at teacher education level is seen as an alternative.
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Bulawa, Philip. "Constraints to Senior Management’s Capacity to Implement the Performance Management System in Senior Secondary Schools in Botswana." International Education Studies 6, no. 5 (April 25, 2013). http://dx.doi.org/10.5539/ies.v6n5p56.
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C. Onuoha, Favour, and Moses Oyeyemi, Agbede. "Impact of Disagregated Public Expenditure on Unemployment Rate of Selected African Countries: A Panel Dynamic Analysis." Journal of Economics, Management and Trade, August 29, 2019, 1–14. http://dx.doi.org/10.9734/jemt/2019/v24i530175.
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The study examined the impact of disaggregated public expenditure on unemployment rate in Angola, Benin, Botswana, Cameroun, Central African Republic, Chad, Egypt, Equatorial Guinea, Ethiopia, Ghana, Kenya, Mauritius, Morocco, Namibia, Nigeria, South Africa, Sudan, Tanzania, Togo and Tunisia with panel data spanning from 2000 to 2017. The data were majorly sourced from the World Bank Indicator. The study employed Generalized Method of Moments (GMM) techniques for empirical analysis. The findings of two-step system GMM showed that expenditure on infrastructure and education reduce unemployment rate, while expenditure on defense and health increase unemployment rate in the region. The short-run elasticity estimate showed that infrastructure and education expenditures reduce unemployment rate by 9% and 1.83%. A unit rise in defense and health expenditure increase unemployment rate by 5.2% and 84.5%. The long-run elasticities of infrastructure and education expenditure reduce unemployment rate by 3.8% and 7.89%, while the long-run defense and health expenditure elasticities increase unemployment rate by 22.22% and 364.58% in Angola, Benin, Botswana, Cameroun, Central African Republic, Chad, Egypt, Equatorial Guinea, Ethiopia, Ghana, Kenya, Mauritius, Morocco, Namibia, Nigeria, South Africa, Sudan, Tanzania, Togo and Tunisia. The policy implication is that, the positive relationship between expenditure on health and unemployment could be attributed to mismanagement of government funds due to corruption, while that of defense and unemployment could be high rate of insecurity and crimes in the region.Therefore, the study recommended among others a drastic measure to further improve the education sector through adequate investment in education that will help in skills, development and training.
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Abeywardena, Ishan Sudeera, Shironica P. Karunanayaka, Michael N. Nkwenti, and Lekopanye Tladi. "A Collaborative Approach to OER Policy and Guidelines Development in the Commonwealth: The Case of Botswana, Cameroon, and Sri Lanka." International Review of Research in Open and Distributed Learning 19, no. 2 (May 1, 2018). http://dx.doi.org/10.19173/irrodl.v19i2.3415.
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Access to relevant learning resources is an important aspect in ensuring inclusive and equitable quality education and lifelong learning opportunities for all as outlined in the sustainable development goal 4 (SDG4). The Commonwealth of Learning (COL) has identified the development of open educational resources (OER) as a potential answer to these challenges. A total of 29 provincial/regional OER policies and guidelines were developed in Sri Lanka, Botswana, and Cameroon closely involving 608 provincial/regional policymakers from the general education system. The innovation of this project lies in the collaborative approach adopted for OER policy/guideline development where a maximum number of policymakers at the provincial/regional level have been included in the policy development process. Key applications of the approach are mass-sensitization of policymakers, identification of champions in each province or region to drive the OER agenda forward, and the development of policies/guidelines tailored to the specific needs of a particular jurisdiction. The paper will also highlight the success factors, challenges, and the follow-up activities of the project.
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Arscott-Mills, Tonya, Poloko Kebaabetswe, Gothusang Tawana, Deogratias O. Mbuka, Orabile Makgabana-Dintwa, Kagiso Sebina, Masego Kebaetse, Lucky Mokgatlhe, and Oathokwa Nkomazana. "Rural exposure during medical education and student preference for future practice location - a case of Botswana." African Journal of Primary Health Care & Family Medicine 8, no. 1 (June 10, 2016). http://dx.doi.org/10.4102/phcfm.v8i1.1039.
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Background: Botswana’s medical school graduated its first class in 2014. Given the importance of attracting doctors to rural areas the school incorporated rural exposure throughout its curriculum. Aim: This study explored the impact of rural training on students’ attitudes towards rural practice.Setting: The University of Botswana family medicine rural training sites, Maun and Mahalapye.Methods: The study used a mixed-methods design. After rural family medicine rotations, third- and fifth-year students were invited to complete a questionnaire and semi-structured interview. Data were analysed using descriptive statistics and thematic analysis.Results: The thirty-six participants’ age averaged 23 years and 48.6% were male. Thirtythree desired urban practice in a public institution or university. Rural training did not influence preferred future practice location. Most desired specialty training outside Botswana but planned to practice in Botswana. Professional stagnation, isolation, poorly functioning health facilities, dysfunctional referral systems, and perceived lack of learning opportunities were barriers to rural practice. Lack of recreation and poor infrastructure were personal barriers. Many appreciated the diversity of practice and supportive staff seen in rural practice. Several considered monetary compensation as an enticement for rural practice. Only those with a rural background perceived proximity to family as an incentive to rural practice.Conclusion: The majority of those interviewed plan to practice in urban Botswana, however, they did identify factors that, if addressed, may increase rural practice in the future. Establishing systems to facilitate professional development, strengthening specialists support, and deploying doctors near their home towns are strategies that may improve retention of doctors in rural areas.Keyords: rural health, student perceptions
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Ojo, Emmanuel, Presha Ramsarup, and Nicola Jenkin. "Learning to Adapt in a Global Pandemic of COVID-19: Insights to Support Vocational Education and Training (VET) in Southern Africa." Southern African Journal of Environmental Education 36 (June 17, 2021). http://dx.doi.org/10.4314/sajee.v36i1.18.
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The COVID-19 pandemic impacted all education sectors significantly during the full global lockdown between March and June 2020, including the Vocational Education and Training (VET) sector. During this period, the authors jointly led nine researchers who were postgraduate students in six Southern African Development Community (SADC) countries (Botswana, Eswatini, Mozambique, South Africa, Zambia and Zimbabwe). Due to the restrictions during the lockdown, these nine researchers conducted a literature review and thirty interviews in local communities in these six SADC countries. This included both VET colleges as well as individuals in informal, small-scale and entrepreneurial activities. The authors refer to the qualitative data gathered by the interviews with these interviewees as ‘stories of adaptation’. In this paper we used these ‘stories of adaptation’ to explore the links between learning to adapt and expertise, and to consider how together these constructs offer insights into how VET can be strengthened to better support local communities.Two research questions were asked: (1) how do the notions of adaptive capacity and expertise as conceptual constructs help to understand vocational learning in a global pandemic? and (2) what insights can be drawn from the ‘stories of adaptation’ to strengthen the role of VET in local communities? Through a thematic analysis of the ‘stories of adaptation’, three key findings emerged: (1) capacity to adapt is a multi-level and multi-pronged construct; (2) use of digital platforms as well as local networks were key enabling mechanisms for adaptation; and, (3) learning and expertise are embedded in the capacity to adapt. Thus, we argue that building a responsive VET system for the SADC region is achievable by strengthening the nexus between learning, expertise and adaptive capacity. Keywords: adaptive capacity; expertise; global pandemic; vocational education
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Luckett, R., M. Nassali, T. Melese, B. Moreri-Ntshabele, T. Moloi, G. J. Hofmeyr, K. Chobanga, et al. "Development and launch of the first obstetrics and gynaecology master of medicine residency training programme in Botswana." BMC Medical Education 21, no. 1 (January 6, 2021). http://dx.doi.org/10.1186/s12909-020-02446-1.
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Abstract Background Sub-Saharan Africa (SSA) faces a severe shortage of Obstetrician Gynaecologists (OBGYNs). While the Lancet Commission for Global Surgery recommends 20 OBGYNs per 100,000 population, Botswana has only 40 OBGYNs for a population of 2.3 million. We describe the development of the first OBGYN Master of Medicine (MMed) training programme in Botswana to address this human resource shortage. Methods We developed a 4-year OBGYN MMed programme at the University of Botswana (UB) using the Kern’s approach. In-line with UB MMed standards, the programme includes clinical apprenticeship training complemented by didactic and research requirements. We benchmarked curriculum content, learning outcomes, competencies, assessment strategies and research requirements with regional and international programmes. We engaged relevant local stakeholders and developed international collaborations to support in-country subspecialty training. Results The OBGYN MMed curriculum was completed and approved by all relevant UB bodies within ten months during which time additional staff were recruited and programme financing was assured. The programme was advertised immediately; 26 candidates applied for four positions, and all selected candidates accepted. The programme was launched in January 2020 with government salary support of all residents. The clinical rotations and curricular development have been rolled out successfully. The first round of continuous assessment of residents was performed and internal programme evaluation was conducted. The national accreditation process was initiated. Conclusion Training OBGYNs in-country has many benefits to health systems in SSA. Curricula can be adjusted to local resource context yet achieve international standards through thoughtful design and purposeful collaborations.
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"Bilingual education & bilingualism." Language Teaching 39, no. 4 (September 26, 2006): 304–12. http://dx.doi.org/10.1017/s0261444806263857.
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Mead Richardson, Alison. "Crossing the Chasm – Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action." International Review of Research in Open and Distributed Learning 10, no. 4 (September 23, 2009). http://dx.doi.org/10.19173/irrodl.v10i4.700.
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This paper reports on a longitudinal, ethnomethodological case study of the development towards flexible delivery of the Botswana Technical Education Programme (BTEP), offered by Francistown College of Technical & Vocational Education (FCTVE). Data collection methods included documentary analysis, naturalistic participant observation, and semi-structured interviews. The author identifies and analyses the technical, staffing, and cultural barriers to change when introducing technology-enhanced, flexible delivery methods. The study recommends that strategies to advance flexible learning should focus on the following goals: establish flexible policy and administration systems, change how staff utilization is calculated when flexible learning methodologies are used, embed flexible delivery in individual performance development and department/college strategic plans, ensure managerial leadership, hire and support permanent specialists, identify champions and share success stories, and address issues of inflexible organisational culture. This study may be of value in developing countries where mass-based models are sought to expand access to vocational education and training.
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Uys, Philip M. "Critical Success Factors in The Infusion of Instructional Technologies for Open Learning in Development Settings:." International Review of Research in Open and Distributed Learning 4, no. 2 (October 1, 2003). http://dx.doi.org/10.19173/irrodl.v4i2.150.
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<P class=abstract>This article seeks to identify critical success factors for the appropriate infusion of instructional technologies to advance open learning in higher education within developing settings. Describe here is a descriptive account of a two-year case study based on the author’s personal analysis of, and reflection on, factors that contributed to the infusion of instructional technologies to advance open learning at the University of Botswana. The first critical success factors identified in this article include: a clear vision, support of committed leadership, and dedicated personnel/ change agents to ensure successful project implementation. The second critical success factor identified was the need for all involved to fully appreciate and understand the systemic nature of the infusion of instructional technologies for open learning purposes, as well as garner the commitment of strategic partners working in related systems. Finally highlighted, are the requirements needed to address the complex nature of the infusion of instructional technologies into the University’s educational offerings. It is hoped that those involved in education in developing countries, and particularly those desirous of advancing open learning through the use of instructional technologies, will find this descriptive analysis useful. Indeed, those of us involved in implementing instructional technologies in developing nations are still in the initial stages of this exciting yet challenging endeavour.
</P>
<P><B>Key terms:</B> infusion, open learning, instructional technologies, critical success factors, developing settings, Botswana, LASO model</P>
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Friebel-Klingner, Tara M., Rebecca Luckett, Lisa Bazzett-Matabele, Tlotlo B. Ralefala, Barati Monare, Mercy Nkuba Nassali, Doreen Ramogola-Masire, et al. "Clinical and sociodemographic factors associated with late stage cervical cancer diagnosis in Botswana." BMC Women's Health 21, no. 1 (July 6, 2021). http://dx.doi.org/10.1186/s12905-021-01402-5.
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Abstract Background Cervical cancer is the leading cause of female cancer mortality in Botswana with the majority of cervical cancer patients presenting with late-stage disease. The identification of factors associated with late-stage disease could reduce the cervical cancer burden. This study aims to identify potential patient level clinical and sociodemographic factors associated with a late-stage diagnosis of cervical cancer in Botswana in order to help inform future interventions at the community and individual levels to decrease cervical cancer morbidity and mortality. Results There were 984 women diagnosed with cervical cancer from January 2015 to March 2020 at two tertiary hospitals in Gaborone, Botswana. Four hundred forty women (44.7%) presented with late-stage cervical cancer, and 674 women (69.7%) were living with HIV. The mean age at diagnosis was 50.5 years. The association between late-stage (III/IV) cervical cancer at diagnosis and patient clinical and sociodemographic factors was evaluated using multivariable logistic regression with multiple imputation. Women who reported undergoing cervical cancer screening had lower odds of late-stage disease at diagnosis (OR: 0.63, 95% CI 0.47–0.84) compared to those who did not report screening. Women who had never been married had increased odds of late-stage disease at diagnosis (OR: 1.35, 95% CI 1.02–1.86) compared to women who had been married. Women with abnormal vaginal bleeding had higher odds of late-stage disease at diagnosis (OR: 2.32, 95% CI 1.70–3.16) compared to those without abnormal vaginal bleeding. HIV was not associated with a diagnosis of late-stage cervical cancer. Rural women who consulted a traditional healer had increased odds of late-stage disease at diagnosis compared to rural women who had never consulted a traditional healer (OR: 1.61, 95% CI 1.02–2.55). Conclusion Increasing education and awareness among women, regardless of their HIV status, and among providers, including traditional healers, about the benefits of cervical cancer screening and about the importance of seeking prompt medical care for abnormal vaginal bleeding, while also developing support systems for unmarried women, may help reduce cervical cancer morbidity and mortality in Botswana.
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Mukute, Mutizwa, Jane Burt, Buhle Francis, and Ben De Souza. "Education in Times of COVID-19: Looking for Silver Linings in the Southern Africa’s Educational Responses." Southern African Journal of Environmental Education 36 (December 17, 2020). http://dx.doi.org/10.4314/sajee.v36i1.7.
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Coronavirus Disease 2019 (COVID-19) has disrupted socio-economic activities, including formal and non-formal education, across the world at lightning speed. By mid-April 2020, it had interrupted the formal education of nearly 1.6 billion students in 192 countries. COVID-19’s disruption of education in Africa, and especially in southern Africa, has been severe for several reasons. However, educational responses to COVID-19 suggest that it has stimulated the appetite for developing educational innovations – silver linings to the COVID-19 cloud.This paper is based on interviews conducted with 56 parents, students and educators involved in formal and non-formal education in Botswana, Malawi, Namibia, South Africa, Zambia and Zimbabwe. We identified the main educational challenges in these countries as being concerned with adapting to: (i) online education and learning, (ii) continuity of education from home, and (iii) community-based learning in small groups. The silver linings that we identified are: (i) putting greater emphasis on finding context-specific solutions to education and health problems (improvisation), which is important for educational relevance and reveals the value of local actors, (ii) making linkages between social and ecological systems clearer, which is making the value of education for sustainable development (ESD) in this century more explicit, and (iii) revealing structural inequality and justice issues in education, which draws attention to the need for urgently addressing them as part of transformative change in education and sustainable development.
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"Bilingual education & bilingualism." Language Teaching 39, no. 3 (July 2006): 216–24. http://dx.doi.org/10.1017/s0261444806263699.
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