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

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Published: 4 June 2021
Last updated: 9 February 2022

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1

Jain, Priti. "Delivery of library and information science curriculum." Library Review 66, no. 6/7 (September 5, 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 paper aims to present the findings of a study carried out to investigate the current status of collaboration among LIS educators and library practitioners at the University of Botswana. Design/methodology/approach Data were collected using self-administered structured questionnaires from both LIS educators at the Department of Library and Information Studies (DLIS) and practicing librarians working at the University of Botswana Library (UBL). To follow-up some of the issues, an interview was carried out with a subject librarian and a focus group discussion method was used to discuss some of the challenges from the findings. Findings The major collaborative activities from the DLIS staff were identified as the following: creating awareness of library resources and promoting library usage among students, facilitating library material selection and inviting librarians as guest lecturers to teach in the classroom. The main collaborative activities from practicing librarians were found to be the following: delivering information literacy instruction, providing professional/practical experience to students and information sharing with the DLIS teaching staff. The major challenges were identified as the following: different cultures of educators and librarians, lack of need to collaborate and lack of formal policy at the department and the university level. Research limitations/implications The UBL has 51 library staff members. All the librarians were not included in this research study, only senior librarians and library management were involved in the study. No theoretical framework was used to carry out the study. The questionnaire was designed based on the general literature in the field of professional collaboration among faculty and educators in the information profession. The follow-up interview and focus group discussion were conducted to address the collaborative activities and challenges that were acknowledged by at least 50 per cent of the participants. Issues with less than 50 per cent responses were considered insignificant to follow-up. Follow-up interview was conducted only with one subject librarian. As all subject librarians have the same job profile and undertake the similar activities, it was assumed that one subject librarian can represent others. Originality/value This research paper contributes to the body of literature. It may be useful for other LIS schools and libraries that work in similar environments, and it also opens up avenues for further research on this topical issue.
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Mooketsi, Bojelo Esther. "School Libraries and the Status of Education in Botswana." Journal of Interlibrary Loan,Document Delivery & Electronic Reserve 15, no. 4 (June 23, 2005): 11–32. http://dx.doi.org/10.1300/j474v15n04_03.

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3

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 (September 6, 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 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. Results – The results of the study show that PAV ICTs had a positive impact on users in the areas of education and economic benefits. Within educational and economic impacts, social benefits were also found, pertaining to the use of social media and the Internet for formal and informal communication. The study also revealed a slight difference between school going users and non-school going elderly users where the use and acquisition of computer skills was concerned. Elderly non-school going users tended to rely on venue staff for skills more than the younger school going users. Conclusion – The study recommends that PAV facilities should be improved in terms of skills offered and resources availed so as to appeal to both the younger school going generation and the older non-school going users. It is also recommended that education on ICT be improved to help curb rising unemployment in Botswana; such skills would enhance the income generation skills of the unemployed users as well as school leavers.
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Kgosiemang, Rose Tiny. "Libraries and Library Services in Botswana." Information Development 15, no. 2 (June 1999): 83–95. http://dx.doi.org/10.1177/0266666994239714.

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Moswela, Bernard. "Instructional Supervision in Botswana Secondary Schools." Educational Management Administration & Leadership 38, no. 1 (January 2010): 71–87. http://dx.doi.org/10.1177/1741143209351811.

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6

Makwinja-Morara, Veronica. "Female Dropouts in Botswana Junior Secondary Schools." Educational Studies 45, no. 5 (October 7, 2009): 440–62. http://dx.doi.org/10.1080/00131940903190493.

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7

Buschman, John. "Of Law Schools and Libraries." Journal of Academic Librarianship 41, no. 4 (July 2015): 521–22. http://dx.doi.org/10.1016/j.acalib.2015.06.002.

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Spiller, David, and Gillian Shakeshaft. "Libraries in UK independent schools." New Review of Children's Literature and Librarianship 3, no. 1 (January 1997): 75–92. http://dx.doi.org/10.1080/13614549709510592.

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9

Trajković, Borjanka, and Dragana Litričin Dunić. "LIBRARIES, SCHOOLS AND MODERN AGE." Journal Human Research in Rehabilitation 6, no. 1 (April 2016): 105–8. http://dx.doi.org/10.21554/hrr.041602.

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For centuries the role of the library was defined as a warehouse of books. Now, in the 21st century, the library is facing perhaps the biggest challenge – its physical survival. The role of librarians is re-branded to reflect their expertise as curators of content and reliable navigators in an evergrowing ocean of information - in any format they might exist. The future libraries shall be open to all the new ideas on how to work better and accept the new technologies. On the one hand, they must recognize the need to change their methods, but on the other hand - to preserve the continuity of their objectives and mission. The new era requires modern models of learning and the attractiveness of the curricula, that is, a modern education system that shall adapt the curricula to the needs of modern society and reconcile centuries of man's need for knowledge, reading books and education in general with the new technologies.
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10

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

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11

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 (July 16, 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 interpersonal relations at work, lack of effective communication and exclusion from decision making process, lack of policies and procedures, poor working environment, low salary and no incentives, and rigid supervision. Based on the findings, the study recommends that Botswana National Library Services management should adopt motivation theories when establishing motivation programs, upgrade the library to fit into 21st century, recognize employees appropriately for a job well done, include employees in the decision making process, provide adequate training and career development, create conducive working environment, put proper policies and procedures in place  and also adopt change management theories because the library environment is rapidly changing due to advanced technologies
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Oyetunji, Christianah. "Reorienting Leadership Styles for Sustainable Education." Journal of Teacher Education for Sustainability 13, no. 2 (January 1, 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 job and studies and that a participatory leadership style promotes sustainable education in schools. These findings can be useful for education policy makers, school administrators and researchers seeking to promote sustainable improvement in education.
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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 (May 24, 2011): 409–20. http://dx.doi.org/10.1108/00242531111135272.

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14

Jabulani Allen Muchado, Dr. "Counseling in Botswana: History, Current Status and Future Trends." Journal of Social Sciences Research, no. 54 (April 20, 2019): 1032–37. http://dx.doi.org/10.32861/jssr.54.1032.1037.

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The article presents an overview of counseling in Botswana, an update of the history, current status, anticipated future trends and challenges in light of the social and educational development in the country. Counseling in Botswana has evolved over years. The initial effort started in 1963 with an introduction of career guidance in secondary schools. The development of guidance and counseling programs for schools has influenced a number of psychosocial intervention services and training programs. A number of training programs emerged at Colleges of Education and at the University of Botswana. All these developments had several challenges in the area of developing robust professional counseling service statues. The article discusses the current status, future trends in counseling and make recommendations for future development of the profession in Botswana.
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Allen Muchado, Dr Jabulani. "Counseling in Botswana: History, Current Status and Future Trends." Journal of Social Sciences Research, Special Issue 5 (December 15, 2018): 743–48. http://dx.doi.org/10.32861/jssr.spi5.743.748.

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The article presents an overview of counseling in Botswana, an update of the history, current status, anticipated future trends and challenges in light of the social and educational development in the country. Counseling in Botswana has evolved over years. The initial effort started in 1963 with an introduction of career guidance in secondary schools. The development of guidance and counseling programs for schools has influenced a number of psychosocial intervention services and training programs. A number of training programs emerged at Colleges of Education and at the University of Botswana. All these developments had several challenges in the area of developing robust professional counseling service statues. The article discusses the current status, future trends in counseling and make recommendations for future development of the profession in Botswana.
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Magogwe, Joel M. "An investigation into attitudes and motivation of Botswana secondary school students towards English, Setswana and indigenous languages." English World-Wide 28, no. 3 (October 30, 2007): 311–28. http://dx.doi.org/10.1075/eww.28.3.05mag.

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This study explores attitudes of Botswana students towards the functions of English and Setswana and to find out whether the students are instrumentally or integratively motivated to learn these languages. It also explores whether indigenous languages should be taught in schools. Data was collected using a questionnaire adapted from Gardner’s (1985) Attitude and Motivation Test Battery (AMTB). The results of this study show that Botswana students have a positive attitude towards English and Setswana. Despite Botswana students’ loyalty to Setswana, they think that Setswana should not become the medium of instruction, but it should continue to be taught as a subject. Botswana students seem to favour bilingualism or multilingualism because they suggest that indigenous languages should also be taught in schools.
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17

Moswela, Bernard, and Keonyatse Kgosidialwa. "Leadership and school success: Barriers to leadership in Botswana primary and secondary schools." Educational Management Administration & Leadership 47, no. 3 (November 9, 2017): 443–56. http://dx.doi.org/10.1177/1741143217739355.

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This paper explored two issues as follows: the influence school leaders have on school performances and factors that hinder school leaders’ efforts to achieve school success in Botswana secondary and primary schools. The subjects of the study were 199 teachers and 21 members of the senior management team in primary and secondary schools in Botswana. The participants were to analyse, through semi-structured interviews and a closed-ended questionnaire, the leadership patterns of their leaders and the barriers to effective leadership in schools. The findings revealed that, generally, leaders in Botswana schools practise democratic leadership although not without barriers. Chief among the barriers are the imposition of policies through numerous directives from the Ministry of Education and drug abuse by students supplied by some adults in society. The study ends with a conclusion that draws from the discussion of the findings and relevant studies to the subject being discussed.
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Pantchenko, Аnatolij M. "The Libraries of Military Feldsher Schools." Bibliotekovedenie [Library and Information Science (Russia)], no. 5 (October 28, 2015): 103–9. http://dx.doi.org/10.25281/0869-608x-2015-0-5-103-109.

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19

Kamwendo, Gregory, Theophilus Mooko, and Tshiamiso Moumakwa. "International languages and education in Botswana and Malawi." Language Problems and Language Planning 33, no. 3 (September 25, 2009): 218–33. http://dx.doi.org/10.1075/lplp.33.3.02kam.

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This article is a comparative study of how the language-in-education policies of two Southern African countries — Botswana and Malawi — have responded to the need to have citizens who can compete favourably on the global scene. While private schools have tended to offer several international languages, public schools, on the other hand, have not done so. Public schools are unable to give learners the linguistic power needed in a world in which, besides English, there are other languages of global communication. The paper also highlights the dilemma faced when one tries to reconcile the local and the global in the context of language-in-education policies.
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20

Bose, Kabita. "Computers in Reception Schools—A Case of Gaborone, Botswana." Early Childhood Education Journal 33, no. 1 (August 2005): 17–24. http://dx.doi.org/10.1007/s10643-005-0017-3.

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21

Ntlotlang, Tuelo, and Balulwami Grand. "The role of libraries in the dissemination of health information in Botswana." Library Review 65, no. 4/5 (July 4, 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 size consisted of 120 respondents and six interviewees. Data were collected from both library staff and users using questionnaires and interviews. Findings The results of the study showed that public libraries are striving to provide accurate and useful health information to members of the community by collecting and availing both print and electronic health information sources. The findings further indicated that public libraries have marketing programmes that they use on raising awareness of health information to their clientele. The marketing programmes include outreach, library brochures/leaflets, newsletters and library exhibitions. The results of the study also showed that there were some challenges that hindered the library users to access and use health information (e.g. lack of appropriateness of information resources and limited number of health information sources). Originality/value For a better dissemination of health information, public libraries should establish working relationships with health agencies and communication organisations or media houses with the objective of cooperative developments of collections, referrals and shared training.
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Orlova, N. G., and M. N. Kolesnikova. "Music schools and schools of arts Libraries – the place for study and work ("second place")." Proceedings of SPSTL SB RAS, no. 3 (September 17, 2020): 55–63. http://dx.doi.org/10.20913/2618-7515-2020-3-55-63.

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In contrast to Oldenburg’s concept of «library – the “third place”» the article presents its role as the «second place», i.e. the place for study and work, on the examples of music and art schools libraries, (music schools/CAS) of St. Petersburg. These establishments meet the specific needs of library users (students and teachers) that occur in the process of educational activities on pre-service programs in various types of art. The peculiarity of these libraries permit them to preserve their own niche in the general library and information space and in each concrete institution of additional education. The article examines social functions, goals and tasks of DMSH/DSHI libraries, their normative-legislative regulations, financial and acquisition questions, work of referencesearch apparatus, forms of servicing users. Possible ways of their development are designated: creation of the special Model standard; transformation of libraries into educational information centers on art in the educational environment of schools with the appropriate technical and technological equipment and the Internet access; active mastering of social networks. All this will allow DMSH/DSHI libraries to develop and implement additional forms of service.
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Pengelley, Nicholas. "Australian University Law Libraries." International Journal of Legal Information 28, no. 2 (2000): 424–28. http://dx.doi.org/10.1017/s0731126500009197.

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Until a few years ago there were only 12 law schools in this country. That number has now grown to 28 with rumours of more, and with the additional introduction of programmes like those run by the University of London. Law student numbers in Australia country have risen by over 60% since 1987. It can be, and has been, argued that this is simply too many for our resources and many of the newer law schools were established more with an eye to the prestige of having a law degree within the institution.
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McClary, Tiffany, and Sharon Rawlins. "Libraries = Success: NJ Libraries and Schools Conquer Library Card Sign-Up Month." Children and Libraries 18, no. 2 (June 19, 2020): 19. http://dx.doi.org/10.5860/cal.18.2.19.

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Each September, the American Library Association (ALA) and libraries nationwide partner to promote Library Card Sign-Up Month. The goal is to remind community members, parents, students, teachers, and librarians about the importance of owning a library card, which is like a passport to vast book collections, digital resources, hands-on support, and much more.In 2019, staff at New Jersey State Library (NJSL) brainstormed ways to make the event extra special. We decided to create new partnerships and strengthen existing ones, so we collaborated with the New Jersey Department of Education (NJDOE), the New Jersey Library Association (NJLA), and the New Jersey Association of School Librarians (NJASL) to launch the Libraries = Success marketing campaign.
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Arthur, Jo. "Code switching and collusion: Classroom interaction in Botswana primary schools." Linguistics and Education 8, no. 1 (January 1996): 17–33. http://dx.doi.org/10.1016/s0898-5898(96)90004-2.

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Mhlauli, Mavis B. "The paradox of teaching citizenship education in Botswana primary schools." European Journal of Educational Research 1, no. 2 (April 15, 2012): 85–105. http://dx.doi.org/10.12973/eu-jer.1.2.85.

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Dart, Gareth, Tiroyaone Nkanotsang, Ose Chizwe, and Lily Kowa. "Albinism in Botswana junior secondary schools - a double case study." British Journal of Special Education 37, no. 2 (July 16, 2010): 77–86. http://dx.doi.org/10.1111/j.1467-8578.2010.00465.x.

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Mukhopadhyay, Sourav, H. Johnson Nenty, and Okechukwu Abosi. "Inclusive Education for Learners With Disabilities in Botswana Primary Schools." SAGE Open 2, no. 2 (April 17, 2012): 215824401245158. http://dx.doi.org/10.1177/2158244012451584.

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Grau, Ma Antonia, and Conxita Sangenís. "Architecture libraries in Catalonia." Art Libraries Journal 26, no. 2 (2001): 13–17. http://dx.doi.org/10.1017/s030747220001213x.

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Two of the largest architecture libraries in Spain are in institutions in Catalonia. One of these is the UPC (the Technical University of Catalonia), the home of the library of the ETSAB (the School of Architecture of Barcelona), which is one of the oldest architecture schools in Spain. The other is COAC (the Architects’ Association of Catalonia), which boasts one of the biggest architecture libraries in a professional association in the country. While these two libraries were built up in the 19th century, other architecture libraries have been created in Catalonia in the 20th century, both in schools of architecture and in the branches of COAC.
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Pansiri, Nkobi Owen. "Performativity in School Management and Leadership in Botswana." Educational Management Administration & Leadership 39, no. 6 (November 2011): 751–66. http://dx.doi.org/10.1177/1741143211416386.

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The thesis of this article is that the uncritical adoption of Western models of education management and leadership policies results in poor performance in schools in disadvantaged communities in developing countries. The argument shows that this has led to the institutionalization of generic education policies that are not contingent to the circumstances of the small, dispersed, rural and remote schools. In my analysis, I agree with the growing concern in educational development debates over the uncritical transportation or the uncritical international transfer of school effectiveness assumptions and models to African contexts. I use Botswana as a case study to show the continuing mismatch between educational management models adopted from Western countries and the application in the Botswana context, and the related failure of school improvement initiatives proposed by aid agencies. When a school fails the head is charged with the underperformance.
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Major, Thenjiwe. "“We Wish We Could Be Heard”: Teachers’ Voices in Botswana Primary Schools." Journal of Education 198, no. 2 (April 2018): 155–64. http://dx.doi.org/10.1177/0022057418807430.

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Education is a vehicle that can be used to oppress or liberate people in the society. Schools are places where democratic values are instilled into the individual learners. Teachers are curriculum implementers who play significant roles in instilling the democratic ideals. The purpose of this study was to investigate in-service student teachers’ perceptions of the extent to which democracy ideals are practicable in Botswana primary/elementary classrooms. The data were collected through written reflective essays from 25 bachelor of education final year in-service student teachers at the University of Botswana and two focus groups of 10 participants each. The findings of the study revealed that the promotion of democratic ideals in the classroom is a challenge. The emergent themes and reasons for this challenge is due to centralized curriculum-driven examinations, high student–teacher ratios, and a shortage of materials. The in-service teachers voiced a need for adherence to democratic ideals and concluded that infusion of those principles would result in learner friendly schools that develop critical thinkers who are self-reliant, and active participates in making decisions that affect their lives, thereby furthering the development of democracy in Botswana.
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Jain, Priti. "Perceptions on empowerment and productivity in academic and public libraries in Botswana." Library Management 19, no. 1 (February 1998): 49–58. http://dx.doi.org/10.1108/01435129810198639.

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33

Alver, Mehmet. "An Evaluation of Students’ and Teachers’ Opinions About Enriched Libraries (Z-Libraries)." Journal of Education and Training Studies 7, no. 4 (March 14, 2019): 1. http://dx.doi.org/10.11114/jets.v7i4.3970.

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The purpose of this study is to evaluate Enriched libraries, established in schools in Turkey in the recent years. In particular, the study intended to investigate how relevant, effective, useful and functional Enriched libraries have been in real life, regarding students’ and teachers’ opinions. The research was conducted in line with the mixed model approach. In other words, both the quantitative and qualitative research methods were used in the research. Quantitative data was gathered from 469 students from one primary school, two secondary schools and two high schools with an enriched library in Giresun/Turkey in 2017-2018 academic year and the qualitative data was obtained from 18 teachers. Two types of data collection tools were used to collect quantitative and qualitative data in the study. Quantitative data of the research was collected from the students through the Z-Library Student Assessment Questionnaire developed by the researcher. The qualitative data of the study were collected from the teachers by the semi-structured interview form prepared by the researcher. Quantitative data of the study were analyzed using the SPSS statistical package program. In the analysis of the qualitative data descriptive analysis techniques were used to interpret the data. The results obtained from the analysis of quantitative and qualitative data were evaluated and interpreted together. According to the results of the survey, students and teachers think that they are appropriate, effective, functional and useful in compliance with the purpose of establishing Z-Library; they meet the expectations.
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Banwell, Linda, and Catherine Edwards. "Libraries, hospitals and schools: a new research frontier." Education for Information 15, no. 4 (October 1, 1997): 297–303. http://dx.doi.org/10.3233/efi-1997-15403.

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Caulfield Felt, Elizabeth. "Securing PCs and data in libraries and schools." Journal of Academic Librarianship 24, no. 5 (September 1998): 413–14. http://dx.doi.org/10.1016/s0099-1333(98)90092-1.

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Schmetzke, Axel. "Web accessibility at university libraries and library schools." Library Hi Tech 19, no. 1 (March 2001): 35–49. http://dx.doi.org/10.1108/07378830110384584.

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Shenton, Andrew K. "OFSTED and libraries in first and primary schools." Journal of Librarianship and Information Science 39, no. 2 (June 2007): 99–111. http://dx.doi.org/10.1177/0961000607077580.

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Merga, Margaret K. "Libraries as Wellbeing Supportive Spaces in Contemporary Schools." Journal of Library Administration 61, no. 6 (July 21, 2021): 659–75. http://dx.doi.org/10.1080/01930826.2021.1947056.

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Jaeger, Paul T., and Zheng Yan. "One Law with Two Outcomes: Comparing the Implementation of CIPA in Public Libraries and Schools." Information Technology and Libraries 28, no. 1 (March 1, 2009): 6. http://dx.doi.org/10.6017/ital.v28i1.3168.

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<span>Though the Children’s Internet Protection Act (CIPA) established requirements for both public libraries and public schools to adopt filters on all of their computers when they receive certain federal funding, it has not attracted a great amount of research into the effects on libraries and schools and the users of these social institutions. This paper explores the implications of CIPA in terms of its effects on public libraries and public schools, individually and in tandem. Drawing from both library and education research, the paper examines the legal background and basis of CIPA, the current state of Internet access and levels of filtering in public libraries and public schools, the perceived value of CIPA, the perceived consequences of CIPA, the differences in levels of implementation of CIPA in public libraries and public schools, and the reasons for those dramatic differences. After an analysis of these issues within the greater policy context, the paper suggests research questions to help provide more data about the challenges and questions revealed in this analysis.</span>
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Maimela, Maimela. "Factors That Influence the Performance of Students In Botswana Primary Schools." IOSR Journal of Humanities and Social Science 21, no. 09 (September 2016): 40–53. http://dx.doi.org/10.9790/0837-2109054053.

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41

Shumba, Almon, Elias Mpofu, Maureen Seotlwe, and Mercy R. Montsi. "Perceived Challenges of Implementing the Guidance Subject in Botswana Primary Schools." Journal of Social Sciences 28, no. 1 (July 2011): 1–11. http://dx.doi.org/10.1080/09718923.2011.11892923.

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42

Commeyras, M., and L. E. Ketsitlile. "A review of the literature on reading in Botswana primary schools." Africa Education Review 10, no. 2 (June 2013): 204–23. http://dx.doi.org/10.1080/18146627.2013.808794.

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43

Mokibelo, Eureka Baneka, and Nkobi Owen Pansiri. "Transition from Preschool to Standard One in Botswana Public Primary Schools." Journal of Education and Practice 5, no. 2 (August 16, 2021): 59–77. http://dx.doi.org/10.47941/jep.645.

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Purpose: This paper examines transition from Preschool to Standard One in the Early Childhood Education programme implemented in 2013 in Botswana public primary schools. Methodology: The methodology employed in this study is the qualitative approach with multi-case study technique to investigate the implementation of the Early Childhood Education programme. Transitional Bilingual Education is used as the theoretical framework to benchmark the realities of transition from Preschool to Standard One classrooms. Data collection was done using open ended questionnaires, interviews, focus group discussions and scrutiny of learners’ artifacts. Results: The findings indicated that transition is not smooth due to the languages of instruction used at both Preschool and Standard One, learners who do not attend Preschool and lack of teacher aides in Standard One classes. The study concluded that there must be harmonization of languages of instruction at both levels to enable smooth transition. Unique contribution to theory, policy and practice: Lastly, the study recommends compulsory Preschool learning for all young learners before entry into Standard One.
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Wagner, Robin. "What Munn Missed: The Queensland Schools of Arts." Queensland Review 20, no. 2 (October 30, 2013): 187–202. http://dx.doi.org/10.1017/qre.2013.20.

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American Librarian Ralph Munn's historic tour of Australian libraries in 1934 is well documented. Along with Ernest Pitt, Chief Librarian of the State Library of Victoria, he spent nearly ten weeks travelling from Sydney and back again, visiting libraries in all the state capitals and many regional towns throughout the country. Munn's trip was funded by the Carnegie Corporation of New York, which was then, through its Dominions fund, turning attention to philanthropic opportunities in the Antipodes. The resulting report, Australian Libraries: A Survey of Conditions and Suggestions for their Improvement (commonly referred to as the Munn–Pitt Report) is often credited with initiating the public library movement in Australia.
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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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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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Vaganova, Inna. "Special features of building special libraries’ information resources." Scientific and Technical Libraries, no. 12 (December 1, 2017): 73–80. http://dx.doi.org/10.33186/1027-3689-2017-12-73-80.

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Main trends in developing special libraries’ information resources are characterized, in particular, those of art and museum libraries, libraries of higher art schools. The projects for generating information resources undertaked by these libraries are discussed. User inquiries are analyzed; stages of information services development are compared. Modern online-services: “Ask-a-bibliographer”, e-mail inquiries, Internet-based services, subject databases are illustrated by the examples of the databases: M. Fokin Archive, Sketch collection, The Artist, Russian Drama, Modern Dramatic Art , etc. The author concludes on the demand for building integrated digital resource of the libraries, museums, and art schools.
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Buchansky, Heather. "Connections Beyond Campus: Ontario University Library Outreach Programs for High Schools." Partnership: The Canadian Journal of Library and Information Practice and Research 16, no. 1 (May 26, 2021): 1–24. http://dx.doi.org/10.21083/partnership.v16i1.5770.

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Over the past few decades, partnerships and programming between secondary school and post-secondary librarians and libraries have been widely discussed in library literature. These collaborations often exist to help high school students develop information literacy (IL) skills and to provide a smoother transition to university-level research. This paper examines the current high school outreach activities at Ontario university libraries that aim to bridge the gap between high school and post-secondary education. The purpose of this research, conducted through online surveys and interviews with academic librarians in the province, is to provide a snapshot of high school outreach activities and to highlight the benefits and challenges of such programming. It also examines why some libraries no longer offer such activities or programs. This analysis of the variety of outreach activities aims to generate discussion and ideas that academic libraries can use to connect with high school libraries.
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Davis, Jinnie Y., Mignon Adams, and Larry Hardesty. "Academic Libraries in For-Profit Schools of Higher Education." College & Research Libraries 72, no. 6 (November 1, 2011): 568–82. http://dx.doi.org/10.5860/crl-179.

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For-profit schools constitute the fastest-growing sector of higher education institutions in the United States.1 Yet accompanying the phenomenal growth of these proprietary colleges and universities has been considerable controversy over the role that the profit motive should play in higher education.2 The literature of higher education contains increasingly more works about proprietary schools. The library literature, however, offers little in this arena. Through this article, the authors seek to introduce the library readership to U.S. for-profit colleges and universities. We summarize their history and their characteristics, and we explore reasons for their success and present areas in which these schools appear to excel. With regard to their library services and resources, we focus on issues of concern based specifically on our experience with academic libraries in proprietary schools operating in the state of Ohio. Finally, we suggest ways in which these for-profit institutions can address the challenges faced by their libraries.
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Comeaux, David, and Axel Schmetzke. "Web accessibility trends in university libraries and library schools." Library Hi Tech 25, no. 4 (November 27, 2007): 457–77. http://dx.doi.org/10.1108/07378830710840437.

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