To see the other types of publications on this topic, follow the link: Libraries and education – Botswana.
Dissertations / Theses on the topic 'Libraries and education – Botswana'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Libraries and education – Botswana.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Mugabe, Mover M. "Information resources, information skills and education : an exploratory study of information literacy education in community junior secondary schools in the North-East district of Botswana and the role of teacher-librarians and school libraries." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/10927.
Full textAbstract:
Bibliography: leaves 155-160.One of the fundamental challenges of the information era is how to ensure that the majority of the members of a given society are information literate in order to deal with problems of inequitable access to and use of information as an empowerment tool for socio-economic progress. A variety of educational and training strategies have been developed and tried in different parts of the world to address this challenge. This study investigates the nature of information literacy education in community junior secondary schools in the North-East district of Botswana and the role of teacher-librarians and school libraries in such a process.
2
Dixey, Rachael Anne. "Education and inequality in Botswana." Thesis, University of Liverpool, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357560.
Full text
3
Russell, Anthony. "Primary science education in Botswana." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019698/.
Full text
4
Kerton, G. A. J. "Vocational education and training in Botswana." Thesis, Cardiff University, 2007. http://orca.cf.ac.uk/56166/.
Full textAbstract:
The development of skill formation in Botswana was investigated in the context of the global economy and high youth unemployment. At independence (1966) Botswana was one of the ten poorest countries in the world. As a democratic country the welfare of its citizens was paramount, consequently, when diamonds were discovered (1967) the main objective was to improve living standards throughout the country. When revenue from diamonds increased. diversification by creating a stronger industrial base was considered necessary to develop a sound economy, more employment for its expanding youth population, lessening dependence upon expatriate workers and further investment in schools and vocational education and training (VET) establishments, however, the supply and demand of skilled workers was uncoordinated and employers were dissatisfied with the quality of VET graduates. Wide ranging information on the opinions of the effectiveness of VET was obtained from village elders school leavers, teachers and parents VET leavers, lecturers and instructors recent VET graduates and employers and other high ranking individuals. Human capital theory and its assumptions were found inappropriate for analysing the requirements of a developing country, as it failed to consider the effects of traditional culture on development. A more holistic approach, based on the political economy of skill formation, appeared to be more suitable. The effects of traditional norms and expectations on western industrial practice were highlighted, also, the negative influence of the didactic teaching style on the application of theoretical knowledge, problem solving and the teaching of English in schools. VET institutes were disadvantaged by lecturers and instructors with limited industrial and teaching experience and industrial placements for students were ineffective because of inadequate funding for guidelines and monitoring procedures. Only one third of VET graduates were able to obtain work appropriate to their training. Positive actions to improve the effectiveness of VET were suggested, but they require commitment from all stakeholders
5
bw, mrammola@bca, and Mogadime Rammolai. "The Image of Agriculture Education in Botswana." Murdoch University, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090722.110138.
Full textAbstract:
This study examines agricultural education in Botswana among students and teachers. Since independence in 1966 to the present time, agricultural production has declined from about 40 percent to about 3 percent. Harsh climatic conditions and a general ignorance about agriculture contribute to the restricted perception of agriculture and careers in this field. Individual and focus group interviews were conducted with agricultural teachers who had resigned and former graduates in four secondary schools and three postsecondary educational institutions (Botswana College of Agriculture, University of Botswana, and Tonota College of Education). Negative, positive and mixed images emerged that revealed some similar and some contradictory perceptions of agriculture education. The attrition of teachers also attracted attention because of their working conditions and their images of agricultural teaching. However, the phenomenon of teacher attrition is not unique to agriculture.
Students and teachers had conflicting images concerning curriculum instruction. Teachers identified the inadequacy of practicals because students are unable to apply the theoretical knowledge they have acquired to satisfy the various skills required in their new jobs. On the other hand, students perceived practicals as misdirected intensive labour. Non-agricultural tertiary students demonstrated that they do not have a full understanding of the potential career opportunities that agriculture can provide. They often thought that agriculture was confined to ploughing and food production. Nevertheless, both agricultural students and non-agricultural students agreed that agriculture could be a good career that they might consider later in their lives.
Participants in the study suggested strategies to enhance the poor perception of agriculture education in educational institutions in Botswana. One strategy was for curriculum reform, such that agriculture teaching should reinforce practicals that are relevant to students needs. Practical instruction should not be used as intensive manual labour but should be used to target specific skills that are needed in industry. Agriculture teaching should start at primary school so that pupils can develop a positive image towards agriculture education at a young age, at the age of seven students could be involved in simple experiments conducted in laboratories, then at eleven years students can start practicals in the garden, making sure not to overwork the pupils.
Through career guidance and counselling, agricultural teachers should broaden the limited perception that agriculture is simply food production and expand the field to its scientific and commercial careers, such as food processing and marketing. Even though the Ministry of Agriculture provides some incentives to farmers, they misappropriate the schemes. Access to loans has to be provided for students who have completed their studies and cannot find jobs so that they can also join the field of production.
Even though women are dominated by men in both agriculture and in education and food production in Botswana, this trend is changing; there are more female enrolments in agricultural educational institutions than males. The government is trying to create an equitable distribution of resources for women as well. The position of women in Botswana is better than what literature has revealed in sub Saharan Africa.
6
Rammolai, Mogadime Lepokane. "The image of agriculture education in Botswana /." Murdoch University Digital Theses Program, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090722.110138.
Full text
7
Moshokwa, Luccas Kgaugelo. "Managing absenteeism in vocational education in Botswana." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2542.
Full textAbstract:
Thesis (MTech (Human Resources Management))--Cape Peninsula University of Technology, 2016.Absenteeism has proven to be a global problem in the workplace, which is further exacerbated by multifaceted factors that cause absence. It is pervasive, inevitable and has an undesirably negative impact on the operations and service delivery of an organisation, if not managed properly. Generally, absenteeism disrupts the work environment and negatively affects the organisation and employees’ morale. A literature search was conducted on the causes, costs, impact, measurements, consequences and strategies of absenteeism in the workplace. Literature on job satisfaction as a concept was also conducted on personal and organisational sources, both content and process theories, and consequences of job satisfaction. The researcher also conducted a survey questionnaire with a sample of employees at DTVET to ascertain their perceptions regarding absenteeism and job satisfaction status within the department. The aim of the study was to identify the main causes of high absenteeism and to determine the status of job satisfaction levels in DTVET. The study identified the causes of absenteeism among DTVET employees, and discovered that reasons are attributed to: work overload; lack of employee health programmes; lack of resolution of employees’ problems; headache problems; inconsistent application of absenteeism procedures; lack of autonomy; lack of an effective performance reward system; backache problems; sick leave entitlement mentality; stomach upsets; and, finally, colds and flu. Findings also revealed that DTVET employees mostly derive their job dissatisfaction from: work overload; bureaucratic processes; benefits; pay; lack of recognition for work well done; and lack of promotion opportunities. This finding also supports Robbins’s (2003:82) conclusions that the consequences of job dissatisfaction may lead to employees missing work, this may also be expressed in various forms i.e. employees complaints, insubordination, steal organisational property, reduce effort, chronic absenteeism, increase error rate, lateness etc. Realistically, absenteeism in the workplace will never be eradicated, however, with proper management interventions, absenteeism rates can be reduced to acceptable levels.
8
Mpuang, Kerileng D. "Deaf education teachers' perceptions of issues in deaf education in Botswana." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536754.
Full text
9
Kataria, Sanjay. "Libraries in Higher Education in India." University Librarians Association of Sri Lanka, 2007. http://hdl.handle.net/10150/106230.
Full textAbstract:
Paper was presented in ULA of Sri Lanka, 2007 ConferenceThis was presented at the Third International Conference of the University Librarians Association of Sri Lanka, held on 8 and 9 June 2007, Galadari Hotel Colombo, Sri Lanka. The presentation briefly discusses the genesis of the education system in India from third century to present scenario. This includes formal and informal education, Gurukul and Traditional System, Scientific and Technical Education. The higher education system includes role of the guiding and quality controlling authorities such as UGC, AICTE, NACC etc. The state of libraries in higher education institutions in India and their role is the main consideration of the presentation. The development of academic institutions and their libraries have been discussed from the point of view of government as well as public sector. The presentation also discusses problems related to finance and other issues. The state owned academic institutions face severe financial crisis as the axe falls on the libraries affecting the higher education system and intellectual growth. The major issues of automation, digitization, copyright, institutional repository, consortium support, networks support, staff resistance, training etc. also find due attention in the presentation. It also emphasizes the need of overall restructuring and reframing higher education policies as envisaged by the D.S. Kothari commission expecting six percent budget allocation on higher education. A few recommendations to the UGC are included. The presentation closes with the remarks on emerging trends and future perspectives in the field of libraries in higher education in India.
10
Ketlhoilwe, Mphemelang Joseph. "Genesis of environmental education policy in Botswana : construction and interpretation /." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/908/.
Full text
11
Tau, Nontobeko Sylvia. "An analysis of TalkBack, an interactive HIV and AIDS education programme on Botswana Television." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/5043.
Full textAbstract:
The Republic of Botswana (2011a) recognises behaviour change as the only long term solution to the HIV and AIDS epidemic that has become a leading health and development challenge for the country. The study aimed to examine how Talk Back, an interactive HIV and AIDS educational programme on Botswana television, capacitates the school community to deal with challenges brought about by the HIV and AIDS epidemic. The study was based on recordings of 2014 Term One theme— ‘Paediatric care and support: challenges and implications in the teaching and learning environment. The study conducted a content analysis of Talk Back to determine behaviour change communication categories employed in producing the programme. All aspects of the Talk Back programme were also analysed to establish communication strategies employed in the presentation of content. Talk Back employed communication approaches such as panel discussions of matters related to HIV and AIDS by various specialists, video clips to present content, and viewers phoning in to interact with the panellists. A number of the callers identified challenges; the most common identified challenge was that parents tended not to disclose their children’s HIV status to the children due to the negative social stigma attached to HIV and AIDS. Although Talk Back provides a forum for interactive behaviour change communication, some listeners questioned the use of technical language.
12
Tobedza, Asalepele. "Quality management strategies for technical and vocational education and training institutions in Botswana." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/2223.
Full textAbstract:
Thesis (MTech (Quality))--Cape Peninsula University of Technology, 2011.Education is undoubtedly of great significance to everyone, and as a consequence countries are working hard to ensure that their educational systems are responsive to their socio-economic needs. In search for competitive advantage, institutes of higher learning throughout the world are focussing their attention in ensuring the provision of quality academic programmes. Botswana's public technical colleges are no exception. In recent years, the government of Botswana through Department of Technical and Vocational Education and Training (DTVET) has stepped up its efforts to expand and transform technical and vocational education in that country. In spite of these investments, studies show that the quality of training is still a serious concern. This study aims to explore the extent to which the Botswana institutions implement quality management systems. Critical areas and attributes where institutions should focus their efforts in relation to quality are explored. To achieve the objective of the study, both qualitative and quantitative research methodologies were used. The case study research method was employed to investigate issues which have affected the capacity of the institutions to implement quality management systems. Data was gathered from students, teachers and the college management team members by means of a self-administered questionnaire. This study hopes to contribute to the existing body of knowledge by providing insights into the implementation of quality management systems in the training institutions in Botswana.
13
Molwane, Andrew Bushie. "Discourses on computer integration at a Botswana junior secondary school." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3178422.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2005.Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2090. Adviser: Ellen Brantlinger. "Title from dissertation home page (viewed Nov. 27, 2006)."
14
Moran, Renee Rice. "Creating and Implementing Classroom Libraries." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3629.
Full text
15
Siphambe, Happy Kufigwa. "Earnings differentials and rates of return to education in Botswana." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23665.pdf.
Full text
16
Kekesi, Albert Ikhutseng. "The education system of Botswana after independence / Albert Ikhutseng Kekesi." Thesis, Potchefstroom University for Christian Higher Education, 1996. http://hdl.handle.net/10394/8498.
Full textAbstract:
The study is concerned with the education system of Botswana after independence.
This period starts from the 30th September 1966, when Botswana became independent
up to the present moment. Since then the education system has undergone many
changes. Consequently the focus is on the nature and impact of these changes. The
study identifies changes which took place with regard to the Education System of
Botswana since independence as far as meeting the minimum requirements of education
of developing countries are concerned.
The minimum requirements that the education systems of developing countries, must
meet are discussed according to the four central components of the education systems,
viz. the education system policy, education system administration, structure for teaching
and support services. After introducing the problem statement and background in the
introductory chapter, the minimum requirements of education systems in developing
countries are discussed in Chapter 2.
Chapter 3 then deals with a historical perspective on the education system of Botswana
before independence, concentrating on the different historical periods associated with
educational development up to independence day.
The study then discusses the determinants of the education system of Botswana after
independence in Chapter 4, focussing on the particular factors influencing the Botswana
education system.
Finally, Chapter 5 evaluates the level to which the education system policy and education
system administration of the education system of Botswana meet the minimum requirements
of the education systems of developing countries, while Chapter 6 evaluates the
level to which the structure for teaching and support services meet the minimum requirements
of the education systems of developing countries. In general, the evaluation indicates that the education system of Botswana has undergone many positive changes
and that the Botswana education system compares favourably with the minimum requirements
expected of the education systems of developing countries.Skripsie (MEd (Vergelykende Opvoedkunde))--PU vir CHO, 1997
17
Monkge, Collie Bathusi. "Education, skill formation and economic development : the case for Botswana." Thesis, Cardiff University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369998.
Full text
18
Moahi, Serara. "The validity of the Botswana Junior Certificate Mathematics Examination over time." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280629.
Full textAbstract:
The conceptualization of validity has evolved over time, from the reign of criterion validity as a prominent type of validity through the phase of the traditional validity trinity concept that considered construct, content, and criterion validity as different kinds or types of validity. The current view among the measurement community is that there are no distinct forms of validity; instead validity is the extent to which the appropriateness of proposed uses and interpretations can be supported by various kinds of validity evidence. National examinations such as the Junior Certificate Examination in Botswana typically assess content and skills defined by national curricula. The extent to which items in examination papers are relevant to important content and cognitive skills espoused by national curricula is critical to the accuracy, appropriateness, and fairness of examinations results. This study investigated content, substantive, reliability, and internal structure validity evidence of the Junior Certificate Mathematics Examination over a period of three years, 2000, 2001, and 2002. Three alignment models were used to investigate content and cognitive skill validity evidence. A correlational analysis and exploratory factor analysis were used to detect the internal structure of the 2000, 2001, and 2002 Junior Certificate Mathematics examination papers and reliability of the objective tests was assessed through Coefficient alpha. The results showed that the sampling of mathematics content fluctuates from year to year, and does not always reflect content emphases in the Mathematics syllabus. Content of items in all three years' examination papers was judged as sufficiently aligned to content expressed in syllabus objectives the items were intended to measure using a liberal alignment criterion. The results of the study also indicated that the 2000, 2001, and 2002 Paper 1 component of the Mathematics examinations were sufficiently reliable albeit minimally so. Results of the exploratory factor analysis indicated that the Paper 1 component of the Mathematics examination assesses a possibly multidimensional construct. The findings of this study highlight the need for more comprehensive and systemic validity studies that would continue to generate information concerning the validity of examinations in Botswana.
19
Copeland, Michele Rzewski. "Parent involvement in elementary school libraries." Thesis, Shenandoah University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3569346.
Full textAbstract:
In the 21st century, school libraries are under pressure to innovate. Library budgets are frequently slashed as districts struggle with limited fiscal resources, while library personnel are increasingly expected to provide students with resources they need to help them pass high stakes tests. In an effort to meet student needs with limited resources, many school librarians are using parent volunteers in different capacities. This dissertation explores how three school librarians in different school settings recruited, trained, and used their parent volunteers through the use of an exploratory case study. The researcher conducted observations and semi structured interviews to gain the perspectives of volunteers and librarians regarding the use of volunteers in school libraries. The collection of schedules, photographs, newsletters, and other artifacts enabled the researcher to create a description of three different library volunteer programs. This dissertation explores the motivations of volunteers who participate in volunteer programs, and describes the challenges of operating and maintaining library volunteer programs. Key findings emerged regarding the wishes of parent volunteers to develop authentic partnerships with school staff to engage students in meaningful student learning. Stakeholders interested in establishing or modifying their own volunteer programs could use this data to inform them as they structure school library volunteer programs.
20
Pule, Gomotsegang J. P. "Perceptions of stakeholders about quality assurance in higher education in Botswana." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/46167.
Full textAbstract:
Quality and its assurance are now important aspects of higher education in both developed and developing nations. Accordingly, this study seeks to explore the perceptions of stakeholders with regards to quality assurance in higher education institutions in Botswana. The study employed mixed methods research, which is a combination of qualitative and quantitative methods of data collection and analysis,Ivankoka,Creswell and Sticks (2006). Interviews were conducted with heads of quality units at Limkokwing and BIUST, Deans, Deputy Deans, Heads of Departments, DVC AA at UB and other academic staff members as well as questionnaires to also include officials in the ministry of education who are in charge of tertiary education. Quantitative data was analysed statistically using SAS V9.3 running under windows XP on a desktop computer.
Interviews were conducted with 34 staff members from the participating institutions, while 61 lecturers from UB, Limkokwing and BIUST and 3 officers from the ministry of education responded to the questionnaires.
The respondents in this study emphasised the need for proper implementation of the institutions quality assurance policy. The academic staff members also raised concern over high teaching loads and understaffing that impact negatively on the achievement of quality academic programmes. Chief among the recommendations in this study is the call for team work between the institutions and other important stakeholders like TEC and the ministry and to put in place a research plan for the institution in order to improve research output by the academic staff members. In terms of future research, the respondents suggested that there should be more research conducted to establish a quality assurance model that can be relevant to the institution.Thesis (PhD)--University of Pretoria, 2014.
tm2015
Science, Mathematics and Technology Education
PhD
Unrestricted
21
Cochenour, John J. "The educational role of Oklahoma public libraries." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1990. http://catalog.hathitrust.org/api/volumes/oclc/26457309.html.
Full text
22
Coleman, Anita Sundaram. "Interdisciplinarity: The Road Ahead for Education in Digital Libraries." CNRI, 2002. http://hdl.handle.net/10150/105984.
Full textAbstract:
Focus is on curriculum development for Knowledge Organization (a core area, a problem area) using Learning Communities; rather than LIS education continuing to focus on Information Technology.This article reviews the state of education in digital libraries and curriculum planning documents from professional associations in two areas: Library and Information Science; and Computing. It examines suggestions for integration and interdisciplinarity in education for digital libraries curricula using definitions of a discipline, interdisciplinarity, and the transdisciplinary structure of a university in order to discover how such integration may be successfully accomplished. A plan to use learning communities and develop an interdisciplinary curriculum for Knowledge Organization is briefly discussed.
23
Alhouti, Dakhil. "Marketing electronic information resources in Kuwaiti higher education libraries." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/5192/.
Full text
24
Crawford, Jennifer. "An analysis of adult education in libraries and museums." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28031.
Full textAbstract:
One of the characteristics of adult education is the degree to which it is dispersed throughout society. Much adult education is practiced in organizations and institutions that have purposes other than adult education. Schroeder (1970, p. 37) has suggested a category of adult education agencies (Type III agencies) established to serve both the educational and non-educational needs of the community, agencies in which "adult education is an allied function employed to fill only some of the needs which agencies recognize as their responsibility." The purpose of this study was to examine adult education in Schroeder's Type III agencies using libraries and museums as examples. The study addressed the definition and description of adult education, the importance of adult education relative to other functions of the organization, and the purposes for which the organizations used adult education.
A comparative analysis of the adult education function of three libraries and three museums was conducted. Print materials (annual reports and publicity brochures) and interviews with the person responsible for programming were used as data sources. Analysis of the findings was done in three stages: single case analysis (within case analysis), analysis of libraries and museums (within category analysis), and comparison of libraries and museums (across category analysis).
Many definitions of adult education were found. Most described the purposes of adult education rather than the process of teaching and learning. It was also found that the importance of adult education varied among the organizations studied. Adult education was less important than other organizational functions in four of the six organizations studied. It was as important as other functions in one organization and was not ranked in one organization. Five uses for adult education were found: stimulation (encouraging better use of the library or museum), enrichment (adding extra information), extension (enlarging community contacts), service (filling a social need), and advocacy (promoting social change). Generally, libraries used programming for extension and museums used it for enrichment.
This study has contributed to understanding adult education in Type III organizations by describing some ways non-professional adult educators view adult education. It has also suggested some contextual factors that influence the adult education function in those organizations and has suggested a variety of purposes for which adult education could be used.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
25
Rudhumbu, Norman. "The role of academic middle managers in the planning and implementation of curriculum change in private higher education institutions in Botswana." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/2979.
Full textAbstract:
The purpose of the study was to examine the role of academic middle managers (AMMs) in the planning and implementation of curriculum change in private higher education institutions in Botswana. This study employed a mixed methods research approach which utilised a structured questionnaire and a semi-structured interview guide to gather data on AMMs‟ role in the planning and implementation of curriculum change in PHEIs in Botswana. SPSS version 21 was used for analysing quantitative data while thematic analysis was used for analysing qualitative data on the role of AMMs in the planning and implementation of curriculum change in PHEIs. The study showed that the role of AMMs in the planning and implementation of curriculum change in PHEIs was too complex and demanding because they spent most of their time on daily administrative routines instead of on core academic activities such as planning and implementing curriculum change in their departments. The AMMs in the PHEIs under study operated more like managers in academic departments than academics in management. As a result the study showed that AMMs faced more challenges than opportunities in their planning and implementation of curriculum change in PHEIs. The major challenges AMMs faced in the planning and implementation of curriculum change were a highly controlled and strict work environment, role conflict, lack of autonomy, role strain and heavy workloads which limited the time AMMs spent on the core business of managing curriculum change in their departments. The study also highlighted some of the strategies albeit a few, which, despite the numerous challenges AMMs faced, are used to try and make the planning and implementation of curriculum change by AMMs was to some extent successful. The study provided insight on the influence of AMMs biographical characteristics as well as the influence of AMM job requirements (such as having a detailed job description and having authority over curriculum matters) on how AMMs enacted their role in curriculum change. Based on the results of the study, a model to assist AMMs in the effective planning and implementation of curriculum change was proposed.
26
Campbell, Kathy, and Leslie Adebonojo. "Nontraditional Students Need Academic Libraries Too." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/372.
Full text
27
Kupe, Serara S. "A history of the evolution of nursing education in Botswana, 1922-1980 /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10944205.
Full text
28
Mmolai, Sana Koketso. "Religion and ethics in modern secondary education : a case study of Botswana." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301517.
Full text
29
Mokgosi, Lillian Zahra. "Enhancing Quality Education : An investigation in high achieving secondary schools in Botswana." Thesis, University of Sussex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505902.
Full text
30
Gaeonale, Justice Kelebetse Kgosimotse. "Education policy : an investigation of the possible paths to decentralisation in Botswana." Thesis, University of Bath, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251112.
Full text
31
Ndikimbela, Taboka. "Rethinking home economics careers in the struggle for women's education in Botswana." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/6715.
Full textAbstract:
The purpose of the study was to explore gender experiences of Home economics professionals in Botswana educational institutions with the aim of presenting argument against this colonial mentality that still lingers in the education system of Botswana and result in Home economics teachers suffering professional indignity in schools and colleges. In Botswana. Home economics teachers do not easily progress to senior positions like other subject teachers do. However they always find themselves overloaded with both domestic and public activities. This situation prevents them from being fully and effectively productive in their day-to-day duties. The researcher of the paper is a Home economics teacher, first in secondary school and now in colleges of education. She has a first-hand experience of this indignity and it is this frustration that sparked her to do so much research and create a correct image of this long neglected or down trodden noble subject.
32
Tumelo, Sylvia Mmamoseka 1953. "COMPLIANCE AND FAMILY INVOLVEMENT WITH TUBERCULOSIS PATIENTS IN BOTSWANA." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275566.
Full text
33
Silo, Nthalivi. "Exploring opportunities for action competence development through learners' participation in waste management activities in selected primary schools in Botswana." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003423.
Full textAbstract:
The broader aim of this study is to probe participation of learners in waste management activities in selected primary schools in Botswana and through these activities, explore opportunities for action competence development. The study starts by tracing and outlining the socio-ecological challenges that confront children and the historical background of learner-centred education which gave rise to an emphasis on learner participation in Botswana education policy. It then maps out the development of children's participation in the global, regional and Botswana contexts by tracing the development of environmental education from early ecological and issue resolution goals of environmental education to sustainable development discourses. The focus is on policy issues and how learner participation has been represented and implemented in environmental education. The study then probes the rhetorical and normalised emphases on participation, and seeks further insight into how learners can be engaged in participatory learning processes that are meaningful, purposeful and that broaden their action competence and civic agency. The study uses the Cultural Historical Activity Theory (CHAT) methodology to build a picture of waste management activity systems in primary schools and to bring to the surface contradictions and tensions in learner participation in these activity systems. These contradictions are used to open up expansive learning participatory processes with learners using the Danish action competence framework. The expansive learning process uses action competence models that provide potential for transformative participation with learners, and new and different opportunities for learner participation. Case study research was used and conducted in the south eastern region of Botswana in three primary schools in three contexts, namely urban, peri-urban and rural. The data was largely generated through focus group interviews during workshops with children and observations of waste management activities. These two methods formed the main data generation methods. They were complemented by semi-structured interviews with teachers, and other actors in the waste management activities, learners' activities and work, learners' notes, photographs and children's drawings as well as show-and-tell explanations by learners. Content analysis and the abductive mode of inference were used to analyse data in all three case studies. Findings from the first phase of the study reveal that participation of learners in waste management activities was largely teacher-directed. This resulted in a mis-match between teachers views of what practices are necessary and important, and children's views of what practices are necessary and important in and for environmental education. Due to culturally and historically formed views of environmental education, the study reveals that teachers wanted children to pick up litter, and this was their primary environmental education concern. Learners on the other hand, identified sanitation management in the school toilets as their primary waste management concern. Teachers had not considered this an environmental education concern. Using the action competence expansive learning approach, the second phase of the study addressed this tension by opening up dialogue between teachers and learners and amongst the learners themselves through an expansive learning process supporting children's participation and action competence development. Through this teacher-learner dialogical engagement, a broader range of possibilities became available and ideas around participation were radically changed. The study further reveals that the achievement of this open dialogue provided for a better relationship within the school community. And with improved communication came better ideas to solve waste management issues that the community still face on a daily basis, such as too much litter. Newly devised solutions were practical and had a broader impact than the initial ones that teachers had always focussed on. They included mobilising the maintenance of toilets, landscaping the school premises and even re-contextualising the litter management that had always caused tensions between learners and teachers. Children seemed to be developing not only a better understanding of the environment, but also developing the ability to resolve conflict amongst themselves and with their elders. By engaging in dialogue with children, they became co-catalysts for change in the school community. This study shows that if children's participation is taken seriously, and if opportunities for dialogue exist between teachers and children, positive changes for a healthier environment can be created in schools. It reveals that children also appeared to be feeling more confident and more equipped to consider changes in their environment outside of the school community. The study further shows that participation in environmental education involves more than cognitive changes as proposed in earlier constructivist literature; it includes in-depth engagement with socio-cultural dynamics and histories in the school context, such as the cultural histories of teachers, schooling and authority structures in the cultural community of the school. The study recommends that there is need to strengthen Teacher Education programmes to develop teaching practices and support for teachers to identify ways of engaging learners' views on issues in the school in open, dialogical ways. Such Teacher Education programmes should deepen teachers' understandings of learners' zone of proximal development (ZPD), demonstrating how dialogue and scaffolding are part of a teacher's role in supporting learning. This is shown in the three case studies that form part of this study. Finally, the study also deepens insights of using the Cultural Historical Activity theory (CHAT) to shed light on issues surrounding learner participation within the socio-cultural and historical environmental education contexts of the schools. The action competence models used in the study provide a tool for revealing forms of learner participation. This tool can be used for critical reflections and monitoring of teaching practices in schools.
34
Simelane, Salebona Sicelo. "Perceptions of funding higher education : a comparative study of Botswana, Lesotho and Swaziland." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/14563/.
Full textAbstract:
Inadequate funding of higher education in sub-Saharan Africa is a perennial problem. The inadequacy of financial resources is undermining the efforts of universities to produce educated citizens to engage in productive careers. Public universities' reliance on their governments for funding when there are many competing needs for public resources calls for attention. This thesis is an exploration of perceptions of university academics and administrators and government officials of current and future strategies for funding higher education in the small Commonwealth countries: Botswana, Lesotho and Swaziland. A combination of human capital and social capital theories was used as a guide for the development of this study. It is a qualitative study whose data were collected through semi-structured interviews and document analysis between March and June 2005. The data were analysed using a thematic comparative method. The findings reveal that government funding, student tuition fees, residence and meal fees and bank interest are the main sources of funding for each of the universities. The governments allocate funds to the universities in simple block grants for manpower development and for providing access to higher education. This is in a range of 54 to 68% which is significantly different from trends in sub-Saharan Africa. Each institution centrally allocates funds to its faculties and departments in accordance with prepared budgets. Budget holders in the offices of Deans of Faculty and Heads of Department control the resource spending at their levels. The universities prepare annual audited financial statements as a means of being accountable to stakeholders. The study also found that there are some innovations that are either in place or due to be implemented as future funding strategies. In each case government funding will continue, with governments planning to introduce cost-sharing with parents/students. Each university has ventured into revenue diversification or income generating activities in order to meet the shortfall in government funding. Notably, the University of Botswana and the University of Swaziland have each established a foundation to fundraise with the private sector, international organisations and alumni. Thus, social capital is built onto the universities' fundraising activities. There are challenges facing the three universities. University strategic plans are not being implemented in all three universities. All three universities cannot increase student fees at will. Government requires all parastatal organisations to declare unused funds at the end of the year in Botswana. This has implications on funding for the following year. The establishment of a second university in Botswana poses some funding uncertainties at the University of Botswana. Similarly, future funding may be negatively affected at the University of Swaziland and the National University of Lesotho because the former sometimes approaches the Chancellor for extra funding, a thing that could sour relations between the Government of Swaziland and the University. The National University of Lesotho's delay in producing and submitting audited financial statements to Government is cause for concern in Lesotho.
35
Pansiri, Nkobi Owen. "School retention in basic education : a rural ethnic minority case study in Botswana." Thesis, University of Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.495649.
Full textAbstract:
In the light of the Millennium Development Goals (MDGs) and efforts to promote Education for All by 2015, this study focuses upon the nature and causes of pupil retention problems in isolated rural ethnic minority communities in Botswana. The theoretical framework for this study is derived from a critical review of the international literature relating to ethnocentrism, education and social reproduction and postcolonialism. The empirical dimension of research consists of detailed case studies of four linked schools in the Ngamiland - North West District of Botswana. Fieldwork was carried out in these schools and their communities over a period of three months during 2007. This consisted of field observation, qualitative interviews including life history/narrative of personal experiences, and the s examination of documentary sources.
36
Rabatoko, Matheanoga Fana. "San indigenous songs as cultural heritage for inclusion in Botswana music education programmes." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65599.
Full textAbstract:
Botswana is a heterogeneous society and therefore the elements of dualism as well as cultural pluralism should be reflected in social institutions such as schools. The Naro of D’Kar are among the few minority ethnic San groups in Botswana still practicing their indigenous songs. While the government is positively continuing to implement the recommendations of the 1994 Revised National Policy on Education, this study explored Naro music, songs and dances to find possible ways in which these intangible elements of cultural heritage could be included in the music education curriculum. A qualitative ethnomusicological approach was applied in order to provide a systematic and scientific description of the contextual and cultural aspects of Naro music practices. Participants were purposively selected as indigenous culture bearers, including both adults and children. Focus groups as well as semi-structured individual interviews contributed to rich data gathering. Moreover, an extended period of field work allowed opportunities to observe various groups of Naro participating in music, song and dance activities, leading to an in-depth perspective of the research problem. All interviews and observations were audio- or video-recorded. An interpretative data analysis strategy was employed to identify themes. Findings reveal the rich cultural heritage of the Naro of D’Kar and how this is entrenched in their indigenous songs and dances. The purpose of Naro songs are closely linked to spiritual and physical healing rituals. Data analysis unveiled four broad categories in which Naro songs and dances may be classified namely songs for worship; songs for initiation; songs for social commentary; and lastly a broad category of songs for thanksgiving, recreation, hunting and children’s playsongs. The documenting, transcribing and audio/video-recording of Naro songs as performed in their original context and setting, add valuable resources which music teachers can use to facilitate inclusion of Naro music in the Botswana curriculum. This may lead to a paradigm shift in policy development whereby principles of Multicultural Music Education (MME) are embraced. Learners are envisaged to acquire knowledge and understanding of a broader society as well as an appreciation of their own cultural heritage including language, traditions, songs, ceremonies, customs, social norms and a sense of citizenship.Dissertation (MMus)--University of Pretoria, 2017.
Music
MMus
Unrestricted
37
Ntshabele, Carol Mmamonyana. "Language variation in the Botswana speech community and its impact on children's education." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/16837.
Full textAbstract:
Bibliography: pages 133-141.This study seeks to investigate Language variation in the Botswana speech community and its impact on children's education. The study is premised on the assumption that the learner's non-standard language from the home environment is not accommodated in the learning environment. The language used in the classroom is the standard language. This study deals with aspects such as language change, language contact, language interference as well as standardisation and the differences that exist in the spoken and written Setswana. Sociolinguistic factors such as language use are also dealt with. The problem of the use of non-standard varieties, as compared to the use of standard forms in the broad educational field is investigated.
38
Major, Thenjiwe E. "Perceptions of preservice primary student teachers of their preparatory program the case of Botswana /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/762.
Full text
39
Ntsatsi, Kgomotso Sejamore. "Needs and participation in rural development : a study of extension programmes in a Botswana village." Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:7022.
Full text
40
Macheng, Cornelious Binnie. "Local ways of knowing : schooling, language, and literacy in a marginal, culturally distinctive community in Botswana." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/12687.
Full textAbstract:
Includes bibliographical references.In this minor dissertation, I undertook to examine perspectives held by people in one, marginal, culturally distinct immigrant community in respect to schooling, language, and literacy and how these are likely to impact on their children's participation in schools. The methodological frame for both data collection and analysis for this study aligned with those employed in most 'ethnographies of literacy'. I however. settled for what is referred to as an ethnographic-style study to account for time constraints.
41
Jotia, Agreement Lathi. "THE QUEST FOR DEEP DEMOCRATIC PARTICIPATION: SCHOOLS AS DEMOCRATIC SPACES IN THE POST – COLONIAL BOTSWANA." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1147360469.
Full text
42
Lee, Chu Keong. "Music libraries in 13 weeks: The experience at NTU." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106085.
Full textAbstract:
The Division of Information Studies offered a module on music libraries for the first time in 2005. This paper explains the rationale for offering the module, and describes the experience in offering the module. The paper is divided into three parts. The first part describes the topics covered in the module. The second part discusses the challenges faced and how they were overcome. Lastly, some anecdotal feedback and suggestions from the students will be presented.
43
Youngman, Frank. "The political economy of adult education and development : the case of Botswana, 1966-1991." Thesis, University of Hull, 1995. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296119.
Full text
44
Mompati, Tlamelo Odirile. "The dissonance between social work education and social work practice : the case of Botswana." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq23426.pdf.
Full text
45
Dinama, Baamphathlha. "How religious education teachers understand and implement a multi-faith curriculum case studies from Botswana /." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04242010-201349.
Full text
46
Wells, Amy Tracy. "Hypermedia and learning contrasting interfaces to hypermedia systems /." Diss., Connect to online resource - MSU authorized users, 2008.
Find full textAbstract:
Thesis (Ph. D.)--Michigan State University. Dept. of Counseling Educational Psychology, and Special Education, 2008.Title from PDF t.p. (viewed Aug. 18, 2009). Includes bibliographical references (p. 221-229). Also issued in print.
47
Gyimah, Michael Wisdom Kwame. "Use of a library in a teacher's college of education in Botswana : a case study." Diss., 2011. http://hdl.handle.net/10500/4650.
Full textAbstract:
The primary purpose of this study was to investigate the patterns of library usage of student teachers and lecturers, the factors influencing their usage behaviour and the methods used by lecturers to promote use. A case study was conducted at Tonota College of Education in Botswana. Questioning data collection methods were used. A total of 172 student teachers and 84 lecturers were selected by means of stratified random sampling. The findings revealed that both student teachers and lecturers made frequent use of the library. Borrowing for curriculum-related use constituted more than half of the reasons why student teachers and lecturers used the library. Most of the lecturers indicated that they adopted topic assignments as a method of motivating students to make use of the library. This was confirmed by the majority of student teachers. Most student teachers perceived the College Library as contributing to their educational success.M. A (Information Science)
Information Science
48
Oladokun, Olugbade Samuel. "Distance education and the role of the library : a case study at the University of Botswana." Diss., 2002. http://hdl.handle.net/2263/28863.
Full text
49
Dube, Sibongakonke. "The role of public libraries in enhancing information literacy skills (ILS) of senior secondary school students in the Central District in Botswana." Diss., 2018. http://hdl.handle.net/10500/24930.
Full textAbstract:
Modern day society is characterised by the availability of technology and the abundance of information in all formats that require all individuals using it to poses information literacy skills (ILS).ILS enable people the ability to locate, analyse, evaluate access and retrieve the desired information to satisfy a need. Research on IL in academic and school libraries has gained momentum in the field of Information Science where as little has been documented concerning public libraries and IL. This therefore calls for more research on IL in public libraries. Public libraries serve a wide and diverse community of which students are a part. In instances where school libraries are either non-existent or not developed, students seek assistance from the public library within their community. This study sought to investigate the role of public libraries in enhancing the ILS of senior secondary school students in the Central District in Botswana. The fact that school libraries in Botswana are underdeveloped to produce competent and confident students equipped with ILS that could be used in the work environment and continuous lifelong learning, motivated the study. A concern that there exists a gap in research concerning public libraries and IL within the Botswana context necessitated this study.
The study used a survey research design where both quantitative and qualitative research approaches were adopted. This involved the collection and analysis of quantitative and qualitative data. The purpose of a mixed methods approach was based on the idea that qualitative results could assist in explaining and interpreting the findings of a quantitative study. Data collection involved three sets of closed ended questionnaires and observations in all schools and public libraries. The population of the study consisted of public librarians, teacher librarians and students. Quantitative data were analysed using the Statistical Packages for Social Sciences (SPSS) to generate statistics.
The findings of the study revealed that the public libraries in the Central District in Botswana are above average in terms of materials and use. It brought to light that senior secondary school students use the public libraries for school purposes and get assistance when they seek for it. Public librarians do not have special classes aimed at enhancing the ILS of students. The public libraries offer IL in the form of computer training, they do this as, and when students register, just like the other members of the community. The library’s contribution to enhancement of the students’ ILS, (study skills, reading skills and use of reference works) is somewhat limited. Limited resources, lack of reading culture, low budgets, and lack of support from government negatively challenge the full potential impact of IL enhancement.Information Science
M. Inf. Sc.
50
Dube, Sibongakonke. "The role of public libraries in enhancing information literacy skills (ILS) of senior secondary school students in the Cntral District in Botswana." Diss., 2018. http://hdl.handle.net/10500/25178.
Full textAbstract:
Modern day society is characterised by the availability of technology and the abundance of information in all formats that require all individuals using it to poses information literacy skills (ILS).ILS enable people the ability to locate, analyse, evaluate access and retrieve the desired information to satisfy a need. Research on IL in academic and school libraries has gained momentum in the field of Information Science where as little has been documented concerning public libraries and IL. This therefore calls for more research on IL in public libraries. Public libraries serve a wide and diverse community of which students are a part. In instances where school libraries are either non-existent or not developed, students seek assistance from the public library within their community. This study sought to investigate the role of public libraries in enhancing the ILS of senior secondary school students in the Central District in Botswana. The fact that school libraries in Botswana are underdeveloped to produce competent and confident students equipped with ILS that could be used in the work environment and continuous lifelong learning, motivated the study. A concern that there exists a gap in research concerning public libraries and IL
within the Botswana context necessitated this study.
The study used a survey research design where both quantitative and qualitative research approaches were adopted. This involved the collection and analysis of quantitative and qualitative data. The purpose of a mixed methods approach was based on the idea that qualitative results could assist in explaining and interpreting the findings of a quantitative study. Data collection involved three sets of closed ended questionnaires and observations in all schools and public libraries. The population of the study consisted of public librarians, teacher librarians and students. Quantitative data were analysed using the Statistical Packages for Social Sciences (SPSS) to generate statistics.
The findings of the study revealed that the public libraries in the Central District in Botswana are above average in terms of materials and use. It brought to light that senior secondary schoolstudents use the public libraries for school purposes and get assistance when they seek for it. Public librarians do not have special classes aimed at enhancing the ILS of students. The public libraries offer IL in the form of computer training, they do this as, and when students register, just like the other members of the community. The library’s contribution to enhancement of the students’ ILS, (study skills, reading skills and use of reference works) is somewhat limited. Limited resources, lack of reading culture, low budgets, and lack of support from government negatively challenge the full potential impact of IL enhancement.Information Science
M.A. Information Science