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Journal articles on the topic 'Libraries and education – Botswana'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Mooketsi, Bojelo Esther. "School Libraries and the Status of Education in Botswana." Journal of Interlibrary Loan,Document Delivery & Electronic Reserve 15, no. 4 (2005): 11–32. http://dx.doi.org/10.1300/j474v15n04_03.

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2

Jain, Priti. "Delivery of library and information science curriculum." Library Review 66, no. 6/7 (2017): 482–504. http://dx.doi.org/10.1108/lr-12-2016-0109.

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Purpose Advancement in Information and communication technologies (ICTs) has revolutionised Library and Information Science (LIS) education and libraries. Both theory and practice have been transformed completely. LIS education programmes have become highly competitive and must be market-driven and technology-oriented. At the same time, academic libraries have been transformed and have become dynamic. Fostering a close collaboration between LIS educators and practitioners can multiply their strength and abilities by sharing educational resources and theoretical and practical knowledge. This pa

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3

Adekanmbi, Arinola Rebecca, and Benzies Y. Boadi. "Problems of Developing Library Collections: a study of colleges of education libraries in Botswana." Information Development 24, no. 4 (2008): 275–88. http://dx.doi.org/10.1177/0266666908098072.

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4

Totolo, Angelina, Jaco Renken, and Araba Sey. "The Impact of Public Access Venue Information and Communication Technologies in Botswana Public Libraries." Evidence Based Library and Information Practice 10, no. 3 (2015): 64. http://dx.doi.org/10.18438/b8np5f.

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Abstract  Objective – A study on the impact of Public Access Venue (PAV) Information and Communication Technologies (ICTs) was conducted in Botswana libraries with Internet connections. The main objective was to determine the impact of ICTs in public libraries.  Methods –Using the Sustainable Livelihoods Framework as a theoretical lens, the study used semi-structured interviews and focus group discussions to investigate the impact of PAV ICTs in 4 study sites, resulting in data from a total of 39 interviews and 4 focus groups.  Methods –Using the Sustainable Livelihoods

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5

Kgosiemang, Rose Tiny. "Libraries and Library Services in Botswana." Information Development 15, no. 2 (1999): 83–95. http://dx.doi.org/10.1177/0266666994239714.

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6

Jain, Priti. "Strategic human resource development in public libraries in Botswana." Library Management 26, no. 6/7 (2005): 336–50. http://dx.doi.org/10.1108/01435120410609752.

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7

Sealey, John A. "Religious Education in Botswana." British Journal of Religious Education 16, no. 1 (1993): 28–38. http://dx.doi.org/10.1080/0141620930160105.

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8

Havard-Williams, Peter. "Information Education in Botswana." Information Development 11, no. 2 (1995): 99–101. http://dx.doi.org/10.1177/026666699501100208.

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9

Machara, Liah, and Priti Jain. "FACTORS AFFECTING MOTIVATION IN PUBLIC LIBRARIES: A CASE OF SELECTED PUBLIC LIBRARIES IN BOTSWANA." Mousaion: South African Journal of Information Studies 34, no. 1 (2016): 101–22. http://dx.doi.org/10.25159/0027-2639/686.

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The purpose of this study was to establish factors affecting motivation in Botswana public libraries. The study was conducted with the aim to propose an appropriate approach to motivation of public librarians. Using a case study method, data was collected through the use of questionnaires, secondary sources and observation of the working environment. Convenient sampling was used to select the population of study. The findings revealed that librarians in public librarians are de-motivated and not satisfied with their jobs. Some of the factors that de-motivate librarians are job insecurity, poor

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10

Makwinja, Veronica Margaret. "Rethinking Education In Botswana: A Need To Overhaul The Botswana Education System." Journal of International Education Research (JIER) 13, no. 2 (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 c

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11

Maswabi, Tshepo, Tiroyamodimo Sethate, Sebusang E. M. Sebusang, and Resego Taolo. "Public libraries: pathways to making Botswana an educated, informed nation." Library Review 60, no. 5 (2011): 409–20. http://dx.doi.org/10.1108/00242531111135272.

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12

Bagwasi, Mompoloki Mmangaka. "Education, multilingualism and bilingualism in Botswana." International Journal of the Sociology of Language 2021, no. 267-268 (2021): 43–54. http://dx.doi.org/10.1515/ijsl-2020-0114.

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Abstract Botswana is a multilingual country. It has about 28 languages (see Anderson, Lars-Gunnar & Tore Janson. 1997. Languages in Botswana. Gaborone: Longman Botswana). Although multilingualism breeds bilingualism or vice versa, bilingualism in Botswana is not as extensive and as widespread among the 28 languages. It is mostly concentrated amongst certain groups of people and a limited number of languages. This paper interrogates the pattern of bilingualism in Botswana and the role that education plays in shaping it. Further, the paper examines the extent to which the pattern of bilingua

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13

Gambles, Chandel. "Colonialist theatre education in Botswana." SURG Journal 3, no. 2 (2010): 3–9. http://dx.doi.org/10.21083/surg.v3i2.1119.

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There is a distinct lack of theatre in Botswana due to its political and social history. The colonialists of the past and the artistic Theatre for Development educators have forced outside theatrical ideals on Botswana productions. When the majority of the country was illiterate, this was the most effective tool for establishing propaganda and communication. However, since the economic welfare and educational standards of Botswana have improved, educators should not be as dependant on theatre as a tool. Theatre for Development still dominates current productions and has caused a distinct hindr

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14

Wendorff, M., A. B. Kampunzu, and B. W. Vink. "Earth Science Education in Botswana." Journal of African Earth Sciences 28, no. 4 (1999): 777–85. http://dx.doi.org/10.1016/s0899-5362(99)00049-4.

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15

TAYLOR, D. C. "Botswana: Education, Culture and Politics." African Affairs 91, no. 362 (1992): 153–55. http://dx.doi.org/10.1093/afraf/91.362.153.

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16

Mokgwathi, G. M. G. "Financing higher education in Botswana." Higher Education 23, no. 4 (1992): 425–31. http://dx.doi.org/10.1007/bf00138628.

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17

Ntlotlang, Tuelo, and Balulwami Grand. "The role of libraries in the dissemination of health information in Botswana." Library Review 65, no. 4/5 (2016): 320–49. http://dx.doi.org/10.1108/lr-05-2015-0051.

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Purpose This paper aims to investigate the role of public libraries in the dissemination of health information in the southern part of Botswana, namely, Kgatleng and Kweneng districts. It also explored how these libraries market health information services to the community they serve. The study also used health information acquisition model to get an understanding on how public library users seek health information. Design/methodology/approach The survey research design was chosen for the study and purposive sampling procedure was used to obtain the sample size of the population. The sample si

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18

Tshube, Tshepang, and Stephanie J. Hanrahan. "Coaching and Coach Education in Botswana." International Sport Coaching Journal 5, no. 1 (2018): 79–83. http://dx.doi.org/10.1123/iscj.2017-0088.

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The purpose of this paper is to present the status of coaching in Botswana, particularly key developments in policies and practice. In addressing this purpose, authors referred to the National Sport and Recreation Policy, the Botswana National Olympic Committee (BNOC), the Botswana National Sport Commission (BNSC), and National Reports. The authors first give a brief overview of Botswana’s geo-political, cultural, and economic status. Following the contextualization of Botswana sports, the authors present available coach education programs and BNSC and BNOC plans regarding the development of c

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19

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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20

Baryeh, E. A., P. J. Squire, and M. Mogotsi. "Engineering Education for Women in Botswana." International Journal of Electrical Engineering & Education 38, no. 2 (2001): 173–82. http://dx.doi.org/10.7227/ijeee.38.2.8.

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21

Vink, B. W. "Development of geology education in Botswana." International Journal of Educational Development 9, no. 1 (1989): 69–71. http://dx.doi.org/10.1016/0738-0593(89)90009-6.

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22

Jain, Priti. "Perceptions on empowerment and productivity in academic and public libraries in Botswana." Library Management 19, no. 1 (1998): 49–58. http://dx.doi.org/10.1108/01435129810198639.

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23

Oyetunji, Christianah. "Reorienting Leadership Styles for Sustainable Education." Journal of Teacher Education for Sustainability 13, no. 2 (2011): 59–69. http://dx.doi.org/10.2478/v10099-011-0014-0.

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Reorienting Leadership Styles for Sustainable Education This paper describes the leadership style which can sustain education in Botswana community junior secondary schools (CJSS). The concept was examined based on the policy of education in Botswana, Botswana's vision for 2016 and the current situation in schools. Data was collected by means of a questionnaire and semi-structured interviews from a random sample of community junior secondary school teachers and head-teachers in Botswana. The data suggests that the head-teacher's leadership style affects teachers' and pupils' attitude towards a

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24

AlKanan, Asma J. "Kuwait’s higher education libraries." IFLA Journal 42, no. 1 (2016): 59–65. http://dx.doi.org/10.1177/0340035215622460.

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25

Morris, Leslie R. "Education Statistics and Libraries." Journal of Interlibrary Loan, Document Delivery & Information Supply 4, no. 2 (1994): 1–4. http://dx.doi.org/10.1300/j110v04n02_01.

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26

Passos, Rosemary, Gildenir Carolino Santos, and Célia Maria Ribeiro. "Education digital libraries management." OCLC Systems & Services: International digital library perspectives 24, no. 4 (2008): 219–26. http://dx.doi.org/10.1108/10650750810914229.

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27

Grépin, Karen Ann, and Prashant Bharadwaj. "Secondary education and HIV infection in Botswana." Lancet Global Health 3, no. 8 (2015): e428-e429. http://dx.doi.org/10.1016/s2214-109x(15)00050-9.

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28

De Neve, Jan-Walter, Günther Fink, S. V. Subramanian, Sikhulile Moyo, and Jacob Bor. "Secondary education and HIV infection in Botswana." Lancet Global Health 4, no. 1 (2016): e23. http://dx.doi.org/10.1016/s2214-109x(15)00252-1.

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29

Siphambe, Happy Kufigwa. "Rates of return to education in Botswana." Economics of Education Review 19, no. 3 (2000): 291–300. http://dx.doi.org/10.1016/s0272-7757(99)00042-4.

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30

Ogunniyi, M. B. "The development of science education in Botswana." Science Education 79, no. 1 (1995): 95–109. http://dx.doi.org/10.1002/sce.3730790107.

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31

Neill, J. R. "Botswana: a Regional Approach To Library Education." Information Development 3, no. 1 (1987): 40–43. http://dx.doi.org/10.1177/026666698700300107.

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32

Siphambe, Happy K. "Education and the labour market in Botswana." Development Southern Africa 17, no. 1 (2000): 105–16. http://dx.doi.org/10.1080/03768350050003442.

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33

TORIOLA, A. L., K. D. MONYEKI, M. A. MONYEKI, L. O. AMUSA, and H. S. DHALIWAL. "Somatotypes of Physical Education Students in Botswana." Asian Journal of Physical Education & Recreation 7, no. 1 (2001): 49–54. http://dx.doi.org/10.24112/ajper.71253.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.In the present study the somatotype characteristics of Physical Education students at the University of Botswana were evaluated. A second purpose of the study was to compare the physical characteristics of students across academic years of study. A total of 125 Physical Education students (52 males and 73 females) at the University of Botswana were measured. The students were attending certificate course, Diploma (year 1 and 2)，Bachelor's degree in Education (B. Ed) (year 1 to 4) in Physical Education. All the students were mea

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34

Oduaran, Akpovire. "Access Initiatives in Botswana and Nigeria." Journal of Adult and Continuing Education 7, no. 2 (2001): 51–62. http://dx.doi.org/10.1177/147797140100700204.

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Botswana and Nigeria are important pivots in the new movement for democracy in Africa. In both countries, there are vigorous moves to project democracy into every aspect of life. Democratic participation in education has implied the widening of access. For it is assumed that only enlightened and educated participation in the affairs of the community and state can guarantee the future of democracy in Botswana and Nigeria. It is realised that if this guarantee must come, then basic education for all and then continuous learning opportunities should ultimately dominate educational planning and im

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35

Zirkel, Perry A., and Ivan B. Gluckman. "School Libraries." NASSP Bulletin 81, no. 585 (1997): 99–102. http://dx.doi.org/10.1177/019263659708158516.

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36

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 (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 ma

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37

Yoder, John H. "Gifted Education: a View from the Third World." Gifted Education International 4, no. 2 (1986): 74–80. http://dx.doi.org/10.1177/026142948600400203.

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The concept of giftedness is new in Third World countries where basic education is a primary concern. John Yoder analyses the issues which face Botswana over the question such as the justification of concern for a gifted minority when the majority lack even basic literacy and numeracy, against the need to develop leaders in all areas of society who could be the innovators, developers and makers of equal opportunities for all people in Botswana.

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38

Adeyemi, Michael B. "The characteristics of educational researchers in Botswana." Research in Education 58, no. 1 (1997): 71–75. http://dx.doi.org/10.1177/003452379705800107.

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39

Ketlhoilwe, Mphemelang Joseph, and Kgosietsile Velempini. "Wilding educational policy: The case of Botswana." Policy Futures in Education 19, no. 3 (2021): 358–71. http://dx.doi.org/10.1177/1478210320986350.

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Teaching and learning must be transformed in order to prepare learners to respond to escalating social, economic and environmental challenges. The primary purpose of this paper is to contribute to the process of wilding pedagogy. The lessons learned in this paper emerge mainly from a desktop study and educational excursions to a natural resources management centre in a rural village and an educational reserve. The excursions provide practical illustrations of learning in the wild by students. Responding to social, economic and environmental challenges can be facilitated through pedagogical pol

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40

Galler, Anne M. "EDUCATION LIBRARIES - An International Perspective." Education Libraries 21, no. 3 (2017): 8. http://dx.doi.org/10.26443/el.v21i3.117.

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This article is adapted from a paper originally presented in June 1997 in Seattle at the 88th Annual Conference of the Special Libraries Association. A definitive explanation of what comprises an education library is followed by a description of methods used in seeking out such libraries on an international basis. By pursuing a specific research path, the mission, purpose, and goals, and history of each selected education library is surveyed, and the size, clientele, type of collection, services, publications, and databases are given a comprehensive examination.

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41

Lloyd, Marlene. "EDUCATION COLLECTIONS IN CANADIAN LIBRARIES." Education Libraries 22, no. 1-2 (2017): 16. http://dx.doi.org/10.26443/el.v22i1-2.125.

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This article serves as a pertinent complement to the previous paper on specialcollections in education in the United States. lt focuses on the contents of collectionsin education found in selected Canadian provinces. Summarized are the locations,subject areas, descriptions of educational resources, and listings of the holdingsin these education libraries.

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42

King, David N. "Creating Education Programs in Libraries:." Medical Reference Services Quarterly 6, no. 3 (1987): 85–90. http://dx.doi.org/10.1300/j115v06n03_09.

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43

Morrill, Richard L. "Teacher Education Libraries in Denmark." European Journal of Teacher Education 9, no. 2 (1986): 169–74. http://dx.doi.org/10.1080/0261976860090206.

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44

Bordonaro, Karen. "Adult education and academic libraries." Information and Learning Science 119, no. 7/8 (2018): 422–31. http://dx.doi.org/10.1108/ils-04-2018-0030.

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Purpose The purpose of this paper is to offer practicing academic librarians an overview of adult education theories as a way to more deeply understand and further foster adult learning in academic libraries. Design/methodology/approach This paper is a literature review. Findings This review introduces academic librarians to a range of specific adult education learning theories; it offers examples of academic library users engaging in these types of adult learning; it considers how academic libraries can further foster adult learning; and it identifies major characteristics of adult learners.

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45

Jordahl, Ron. "Megatrends, Theological Education, and Libraries." Journal of Religious & Theological Information 1, no. 2 (1993): 1–18. http://dx.doi.org/10.1300/j112v01n02_01.

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46

Heaven, Suzanne, and Anne Goulding. "Higher education libraries and SENDA." New Review of Academic Librarianship 8, no. 1 (2002): 175–94. http://dx.doi.org/10.1080/13614530209516839.

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47

Matarazzo, James M. "Special libraries and library education." Government Information Quarterly 9, no. 3 (1992): 355–57. http://dx.doi.org/10.1016/0740-624x(92)90011-a.

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48

Downard, Karen. "USER EDUCATION IN ACADEMIC LIBRARIES." Library Management 13, no. 3 (1992): 29–38. http://dx.doi.org/10.1108/eum0000000000842.

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49

Massis, Bruce E. "Libraries matter – “education and community”." New Library World 112, no. 11/12 (2011): 566–69. http://dx.doi.org/10.1108/03074801111190437.

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50

BARNES, LAURA PRESTON. "Family Libraries: Supporting Patient Education." MCN, The American Journal of Maternal/Child Nursing 18, no. 2 (1993): 109. http://dx.doi.org/10.1097/00005721-199303000-00010.

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