Relevant bibliographies by topics / Mentoring in education – Gaborone (Botswana)

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Academic literature on the topic 'Mentoring in education – Gaborone (Botswana)'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Mentoring in education – Gaborone (Botswana)"

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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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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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3

Bagwasi, Mompoloki Mmangaka. "Education, multilingualism and bilingualism in Botswana." International Journal of the Sociology of Language 2021, no. 267-268 (March 1, 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 bilingualism in Botswana fits into Liddicoat, Anthony. 1991. Bilingualism and bilingual education. NLIA Occasional Paper 2. 1–21 folk and elite bilingualism categories. The paper argues that even though bilingualism in Botswana is fostered by education, it is not elite. Most bilinguals in Botswana are speakers of minority languages who feel obliged to learn English and Setswana. There are not many speakers of English who also speak Setswana and not many speakers of Setswana who also speak the minority languages. The paper hights one of the inadequacies of multilingualism, its inability to create equality and interrelationship between languages. This paper argues that the pattern of bilingualism found in Botswana is asymmetrical and is heavily influenced by the socio-economic-cultural power relations that exist in the country. Thus, the pattern of bilingualism that is found in Botswana does not support multilingualism, instead it is detrimental to it.
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Vlaardingerbroek, B. "The external efficiency of education in the manufacturing sector of Gaborone, Botswana." International Journal of Educational Development 19, no. 2 (March 1999): 141–46. http://dx.doi.org/10.1016/s0738-0593(98)00049-2.

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MOSIDI, Olefile, and Emmanuel O. OWOLABI. "School Physical Education and Physical Fitness: A Study of Secondary School Students in Gaborone, Botswana." Asian Journal of Physical Education & Recreation 17, no. 1 (June 1, 2011): 78–90. http://dx.doi.org/10.24112/ajper.171891.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese. Physical Education (PE) was introduced into Botswana junior secondary schools as a curriculum subject eight years ago. Although it has the status of an optional subject, it appears to enjoy wide acceptability in many schools. One would normally expect the effects of participation in classroom physical education on students to depend on the PE curriculum’s physical activity contents and how these activity contents are implemented. The study was aimed assessing the role of school PE programme in Botswana secondary schools in promoting the physical fitness levels of students. It involved 300 male Junior secondary school students in Botswana. Twenty students each were selected from 15 schools. The 20 from each school comprised 10 second and third year students offering PE as a subject and another 10 from the same years not offering PE (Non-PE). The students from each school were randomly selected from among the regular recreation participants in each school. The details and demands of the study and tests were carefully explained to the students and their PE teachers after which the school’s PE teacher signed the informed consent form on behalf of the students. Data were collected on health Fitness components of body weight, BMI, Hand grip strength, flexibility, abdominal muscle endurance and cardio-respiratory endurance using established and acknowledged tests, instruments and protocols. Null hypothesis was set for each of the measured variables with the alpha level set at p<0.05. Data were analysed for means, standard deviations and the difference between groups’ means using the independent groups t test. The results showed that the PE group was significantly superior to the Non-PE group in grip strength, abdominal muscle endurance and cardio-respiratory endurance. The two groups were not significantly different in age, body weight, BMI and flexibility. It was concluded that participation in school PE among urban male junior secondary school students in Botswana enhanced selected physical fitness components. This enhancement could be specifically attributed to the regular participation in the physical activities inherent in the PE subject and/or the PE students’ increased and motivated participation in the schools’ recreational and sporting activities. 本文旨在探討非洲博茨瓦納學校體育和體適能，結果顯示學校體育有助提升學童的體適能，以及參與康體活動的動機。
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Youngman, Frank. "Basic Education in Botswana: a review of the National Conference on Education for All, Gaborone, June 1991." Compare: A Journal of Comparative and International Education 23, no. 1 (January 1993): 15–24. http://dx.doi.org/10.1080/0305792930230104.

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Chanda, Raban. "Correlates and Dimensions of Environmental Quality Concern Among Residents of an African Subtropical City: Gaborone, Botswana." Journal of Environmental Education 30, no. 2 (January 1, 1999): 31–39. http://dx.doi.org/10.1080/00958969909601868.

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Adeninhun, Deborah Adeninhun. "The Challenges of Teaching and Learning English Literature in L2 Context: The Case of Junior Secondary Schools in Botswana." International Journal of Literacy, Culture, and Language Education 1 (March 5, 2012): 213–26. http://dx.doi.org/10.14434/ijlcle.v1i0.26835.

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Various Botswana policy documents (Republic of Botswana, 1977, 1994, 2002) and Vision 2016 (1997) have advocated for an enlightened and wellinformed society and the provision of a ten-year basic education as a fundamental human right of her citizens. It is against this background that this paper discusses the importance of English Literature in the Junior Secondary School (JSS) curriculum and examines the challenges faced by teachers and students in the teaching/learning process that can hamper the achievement of the country’s educational and social goals. Two Form One classes were chosen in two schools in Gaborone, the capital of Botswana, for this study. The 35 students in each of the two classes (totaling 70 students) and their 2 teachers were used in the study by adopting simple qualitative and quantitative descriptions. The study showed that the major difficulties faced by the teachers include lack of interest/enthusiasm for learning the subject by the students, as well as their lack of basic background in English, among others. Other problems on the part of the students include difficulty in understanding and difficult vocabulary/language in texts. As a result, pertinent recommendations were made for improved teacher practices and strategies.
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Sokwane, Lentswe, and Gbolagade Adekanmbi. "Exploring the Teaching and Learning Quality Question in Technical Education in Botswana." International Journal of Adult Vocational Education and Technology 10, no. 2 (April 2019): 25–39. http://dx.doi.org/10.4018/ijavet.2019040103.

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Due to a perception that the quality of their certificates was in question, students of the Gaborone Technical College (GTC), along with their counterparts in similar institutions, went on a strike in 2016. Based on a subsequent case study of the college, completed in 2018, this article examines the quality question in technical education in Botswana. The study set out to assess the implementation of policies guiding teaching and learning; examines the quality of resources for teaching and learning; appraises the nature and use of support systems for teaching and learning; investigates the views of lecturers and students on the quality of teaching and learning and identifies the factors which inhibit the quality of teaching and learning. Using a mixed method approach, the study collected data from students, lecturers and college managers through questionnaires and semi-structured interviews. The results show the absence of a specific teaching and learning policy, thus questioning the quality of the implementation of the policy itself. The study shows that the availability of resources for enhancing quality teaching is questionable, and the general perception by staff and students is that the overall quality of teaching and learning is average. However, most staff have the required qualifications for quality teaching, adequate support services exist, but a low utilization of the support services is observed. Factors inhibiting the quality of teaching and learning include inadequate library reference materials, the slow pace of internet connectivity, the absence of technical support for staff and inadequate resources in laboratories. In line with the literature, the article recommends a prioritization of quality teaching as a strategic objective, the establishment of a teaching and learning framework and the continuing professional development of staff, among others.
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Themba, Godfrey, and Joyce Tanjo. "Consumer Awareness and Usage of Nutrition Information in Botswana." Business and Management Horizons 1, no. 1 (March 19, 2013): 44. http://dx.doi.org/10.5296/bmh.v1i1.3401.

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Nutrition information enables consumers to make informed decisions when purchasing and consuming food products. Despite this, the issue of consumer awareness and usage of nutrition information has attracted little research attention in developing countries. This study presents findings of an empirical investigation of nutrition information awareness and usage in Botswana. The study is descriptive and data was collected using a structured questionnaire administered to a sample of 150 consumers in Gaborone, the Capital City of Botswana. A mall-intercept technique was used in the selection of the respondents. The main findings of the study indicate that the level of awareness of nutrition information among the sampled consumers is relatively high, and that the majority of them use nutrition information to inform food purchases. The study further finds that whereas nutrition information awareness does not significantly differ across the demographic segments, usage differs. Lack of knowledge and interest are the main factors that prevent consumers from using nutrition information. Nutrition information is mostly used when comparing products or when buying food products for the first time. These findings highlight the need to improve nutrition education in Botswana. The findings also suggest that food producers in Botswana need to use nutrition information to differentiate their products from competitors’. Similarly, the findings highlight the need for the food industry in Botswana to establish more effective nutrition information labeling standards. However, these findings need to be interpreted with caution as they are based on consumers’ self-report of nutrition information use, which is highly subjective.
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Dissertations / Theses on the topic "Mentoring in education – Gaborone (Botswana)"

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Mogotsi, Barulaganye Jones. "Implementation of local agenda 21's education, awareness and training component : a case study of Gaborone /." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/508/.

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Dube, Wilhelminah S. "The induction of novice teachers in community junior secondary schools in Gaborone, Botswana." Diss., 2008. http://hdl.handle.net/10500/1300.

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This study focuses on the induction of novice teachers in Community Junior Secondary Schools (CJSS) in Gaborone, Botswana. The point of departure is that induction is an important factor that is essential to the success of every beginner teacher. It is the responsibility of the school management to provide comprehensive induction programmes that will support beginner teachers and retain them in the teaching profession. This problem was investigated by means of a literature study and an empirical investigation using a qualitative approach. A small sample of beginner teachers in six selected schools in Gaborone formed the sample for this study. Findings indicated that the extent to which novice teachers are given professional guidance and support in schools is not enough. It is recommended that induction programmes receive more priority in schools since the first year of teaching is the most important determiner in the teaching career of an individual.
Education management
M.Ed. (Education Management)
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3

Makambe, Ushe. "Role of knowledge management enablers in facilitating knowledge management practices in selected private higher education institutions in Botswana." Thesis, 2017. http://hdl.handle.net/10500/23222.

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This research was set out to investigate the role of knowledge management as a coping strategy for PHE institutions in Botswana, especially given that they operate in a highly regulated environment. One of the major drivers of volatility in the educational sector is intensely volatile regulatory environment in which the institutions operate. Further, a large portion of the stakeholder community of these institutions hold a strong believe that these institutions offer poor quality education to maximise profit. The primary objective of this study is therefore to determine the role of knowledge management (KM) enablers in facilitating KM practices in selected PHE institutions in Botswana that operate in this highly regulated environment and to develop a model for effective KM in these institutions. The study adopted a survey research design and collected quantitative data through a structured self-administered questionnaire and document reviews. The subjects comprised all five degree-awarding PHE institutions, which were strictly regulated by the Tertiary Education Council (TEC). The population surveyed came to 670 and sample size was 350. Data was analysed through various statistical measures such as Structural Equation Modelling (SEM) in the form of Analysis of Variance (ANOVA), multiple regression analysis, and Chi-square test. The results of the study revealed that KM enablers were playing an insignificant role in facilitating KM practices in selected PHE institutions in Botswana. Results of the study can be generalised to similar institutions elsewhere operating in similar environments. In order to enhance KM practices in PHE institutions, it is recommended that the institutions adopt a systematic approach to KM, establish an organisational culture and structure that promote KM practices, and enhance the quality of their human capital including leadership. It should be noted that the state of KM in organisations operating in an uncertain environment can be enhanced if the leadership carefully controls the family-owned setting and organisational culture as these factors can detract from the organisation’s effective practising of KM. However, strategic leadership, organisational structure, and the role played by stakeholders played positive deterministic factors in ensuring an enhanced KM drive.
Business Management
D.Admin. (Business Management)
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4

Rampana, Betty Masego. "Effectiveness of school intervention team (SIT) in assisting learners with special educational needs in Gaborone community junior secondary schools." Diss., 2015. http://hdl.handle.net/10500/19622.

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The aim of this study was to investigate the effectiveness of School Intervention Teams (SITs) in assisting learners with Special Educational Needs (SEN) at community junior secondary schools (CJSS) in Botswana. This case study was guided by the cultural-historical theory on cognitive development by Lev Vygotsky and Bill Hettler’s theory on wellness dimensions. The study used mixed research approach which combined qualitative and quantitative method. The data collection instruments used included questionnaires which were completed by members of SITs, semi-structured oral interview which was specifically planned for SIT coordinators and lastly, document analysis. This research task was carried out under the permission of University of South Africa (UNISA) Ethics Clearance Committee and Ministry of Education and Skills Development (Botswana). Letters of consent were obtained from the school heads, SIT coordinators and members of SIT in the sampled community junior secondary schools (CJSS). The findings of this study showed that the effectiveness of SIT is dependent upon availability of positive attitude and support towards Inclusive Education by school management team, teachers, parents, external stakeholders (Botswana examinations Centre, Central Resource Centre, Principal Education Officers for Special education). Effectiveness of SIT is also enhanced by availability of resources such as teaching learning aids, office and classroom for remediation of the identified learners. Therefore, there is still a great gap between special education recommendation and their implementation in CJSS in Botswana and this hinders the effectiveness of SITs.
Inclusive Education
M. Ed. (Inclusive Education)
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Rampana, Betty Masego. "Effectiveness of school intervention teams (SITs) in assisting learners with special educational needs in Gaborone community junior secondary schools." Diss., 2015. http://hdl.handle.net/10500/19622.

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The aim of this study was to investigate the effectiveness of School Intervention Teams (SITs) in assisting learners with Special Educational Needs (SEN) at community junior secondary schools (CJSS) in Botswana. This case study was guided by the cultural-historical theory on cognitive development by Lev Vygotsky and Bill Hettler’s theory on wellness dimensions. The study used mixed research approach which combined qualitative and quantitative method. The data collection instruments used included questionnaires which were completed by members of SITs, semi-structured oral interview which was specifically planned for SIT coordinators and lastly, document analysis. This research task was carried out under the permission of University of South Africa (UNISA) Ethics Clearance Committee and Ministry of Education and Skills Development (Botswana). Letters of consent were obtained from the school heads, SIT coordinators and members of SIT in the sampled community junior secondary schools (CJSS). The findings of this study showed that the effectiveness of SIT is dependent upon availability of positive attitude and support towards Inclusive Education by school management team, teachers, parents, external stakeholders (Botswana examinations Centre, Central Resource Centre, Principal Education Officers for Special education). Effectiveness of SIT is also enhanced by availability of resources such as teaching learning aids, office and classroom for remediation of the identified learners. Therefore, there is still a great gap between special education recommendation and their implementation in CJSS in Botswana and this hinders the effectiveness of SITs.
Inclusive Education
M. Ed. (Inclusive Education)
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6

Sedisa, Kitso Nkaiwa. "Public-private partnership in the provision of secondary education in the Gaborone city area of Botswana." Thesis, 2008. http://hdl.handle.net/10500/2156.

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Public sector organisations are established in order to promote the quality of citizen's lives through the provision of public services. However, the demands for public services often outstrip the limited resources at the disposal of the public sector for the delivery of such services. Public-private partnerships (PPPs) are emerging as an important tool of public policy to deliver public infrastructure and the attendant services. The main aim of this study is to establish the extent to which PPPs can be used to improve the quality of the delivery of secondary education in the Gaborone City area in Botswana. The study includes a conceptual analysis of the nature of the public services in general, and in particular, the nature and the provision of secondary education in Botswana with specific reference to the Gaborone City area. The study also includes a conceptual analysis of PPPs as gleaned from published literature. Various dimensions of PPPs are analysed and these include but are not limited to definitions, benefits, models and the antecedents for the successful implementation of PPPs. Among the various models that are analysed in the study, the design, build, operate and finance (DBOF) model is preferred for improving the quality of the delivery of secondary education in the Gaborone City area in Botswana. In addition to the conceptual analysis, an empirical research study is undertaken in which the secondary school heads are the respondents to a structured questionnaire. The results of the empirical research support the conceptual analysis to the extent that in both cases, it is possible to improve the quality of the delivery of secondary education through PPPs. More secondary schools can be built and more facilities be made available to schools. Through the use of PPPs, most if not all learners can receive the entire secondary education programme, from junior to senior secondary education. Existing secondary schools can be modernised through PPPs. Ancillary services can be delivered by the organisations that have the necessary expertise. Certain antecedents for the successful implementation of PPPs are necessary. Through PPPs, secondary schools can be made attractive and intellectually stimulating.
Public Administration
(D.Litt. et Phil. ( Public Administration))
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Chikari, Golden. "An assessment of the effectiveness of entrepreneurship education in Botswana private higher education institutions." Thesis, 2021. http://hdl.handle.net/10500/27311.

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The present study assessed the effectiveness of Entrepreneurship Education (EE) in Private Higher Education institutions in Botswana. The assessment of the effectiveness of EE serves as a context of finding ways of addressing challenges and proposing a model for implementing effective EE in Botswana Private Higher Education Institutions. The study adopted a positivism paradigm. A quantitative approach was employed. A survey design was used in the empirical study and a self-constructed questionnaire was used to collect data. Two hundred and forty-nine students exposed to EE and fifty-two commercial college/university lecturers participated in the study. The Social Science Statistical Package (SPSS) version 22 was applied to analyse the data. Chi-square tests were calculated. Ratios were calculated to show the ratings of each item. This study revealed that EE’s curriculum structure such as objectives, content, implementation, and assessment affected its effectiveness. The study also revealed that Botswana Private Higher Education Institutions did not have material resources to effectively EE. The current study also established that even though stakeholders had positive attitudes towards EE, entrepreneurial culture in Gaborone was weak. Findings of the study also revealed that there was no comprehensive EE policy for its effective implementation in tertiary institutions. The present study recommended that the implementation of EE would be improved through the restructuring of the curriculum, the provision of resources and the need to formulate mandatory policies and legislation for its implementation.
Psychology of Education
D. Ed. (Psychology of Education)
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Dube, Antonia. "The role of the preceptor in selected clinical nursing practice settings in Botswana." Diss., 2004. http://hdl.handle.net/10500/1420.

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A non-experimental, explorative, descriptive, quantitative study was undertaken. The purpose was to explore and describe the views of preceptors and preceptees regarding the fulfillment of the role of the preceptor in selected clinical nursing practice settings in the Botswana context. The study included 72 preceptors and 200 nursing students/preceptees who voluntarily agreed to participate in the study. A questionnaire was used to collect data. Data was analysed by using descriptive and inferential statistics. The findings of this study indicated that there were numerous constraints that interfered with the preceptor role in accompaniment of the preceptee. These constraints included the lack of desirable characteristics and time to plan learning opportunities, inadequate use of teaching strategies and inadequate knowledge on preceptee evaluation. Recommendations were stated for improvements in the future role of the preceptor in clinical practice settings Limitations of this study were also highlighted.
Health Studies
M.A.(Health studies)
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Books on the topic "Mentoring in education – Gaborone (Botswana)"

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Foundation for Education with Production International. and Dag Hammarskjöld Foundation, eds. Making education work: The what, why, and how of education with production. Gaborone, Botswana: Foundation for Education with Production International, 2001.

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National, Conference on Education for All (1991 Gaborone Botswana). Education for all in Botswana: Proceedings of the National Conference on Education for All : Gaborone, June 17-21, 1991. Gaborone, Botswana: Macmillan Botswana, 1993.

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National Planning Conference (1991 Gaborone, Botswana). Environmental education in Botswana: A National Planning Conference, 7th October to 11th October, 1991, Gaborone. [Gaborone]: Govt. of Botswana, Ministry of Education, 1992.

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Kuru Family of Organisations. Letloa Trust Culture and Education Programme., Southern African San Education Forum., Working Group of Indigenous Minorities in Southern Africa. Regional San Education Project., and Regional Conference on Multilingualism in Southern African Education (2005 : Gaborone, Botswana), eds. For the benefit of all: Mother tongue education for southern African minorities : a comprehensive summary report from a Regional Conference on Multilingualism in Southern African Education, 1-2 June 2005 Gaborone, Botswana. [Windhoek: WIMSA, 2006.

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Botswana) Conference on "Training with Production: Finding the Balance" (1996 Gaborone. Training with production: Finding the balance : vocational education and training : proceedings of a conference held on February, 26-29, 1996, the Grand Palm Hotel, Gaborone, Botswana ; edited by W. Karow ... [et al.]. Gaborone, Botswana: Ministry of Education, Depatment of Vocational Education and Training, 1996.

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Education for all in Botswana: Proceedings of the National Conference on Education for All : Gaborone, June 17-21, 1991. Macmillan Botswana, 1993.

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Environmental education in Botswana: A National Planning Conference, 7th October to 11th October, 1991, Gaborone. Kalahari Conservation Society, 1992.

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Botswana. Dept. of Vocational Education and Training. and Unesco. International Centre for Technical and Vocational Education and Training., eds. Learning for life, work and the future: Stimulating reform in southern Africa through subregional co-operation : initial workshop, Gaborone, Botswana, 5 to 8 December, 2000. Bonn, Germany: UNESCO, International Centre for Technical and Vocational Education and Training, 2000.

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ESAURP Council for Democracy. Inaugural Meeting and Eastern and Southern African Universities Research Programme., eds. Report on the Inaugural Meeting of the ESAURP Council for Democracy: 14-15th January 1994, Gaborone, Botswana : the meeting proceedings and the adoption of the education for democracy programmes. [Dar es Salaam]: Eastern and Southern African Universities Research Programme, 1994.

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