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

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.

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.

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。

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.

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.

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.

In parallel with the rollout of Botswana’s national antiretroviral therapy (ART) program, the Botswana Ministry of Health established the KITSO AIDS Training Program by entering into long-term partnerships with the Botswana–Harvard AIDS Institute Partnership for HIV Research and Education and others to provide standardized, country-specific training in HIV/AIDS care. The KITSO training model has strengthened human capacity within Botswana’s health sector and been indispensable to successful ART rollout. Through core and advanced training courses and clinical mentoring, different cadres of health care workers have been trained to provide high-quality HIV/AIDS care at all ART sites in the country. Continuous and standardized clinical education will be crucial to sustain the present level of care and successfully address future treatment challenges.

LANGUAGE NOTE | Document text in English; abstract also in Chinese.
 Creative and Performing Arts is a new subject that has been introduced at the primary school level in Botswana. The subject draws its contents from various disciplines such as Arts and Craft, Design and technology, Home Economics, Business Studies, Drama, Dance, Music and Physical Education. The aim of the study is to evaluate the perceptions of the primary school teachers with regards to teaching of the Physical Education component of Creative and Performing Arts curriculum. Nine primary schools in the greater Gaborone area were randomly selected for the purpose of this study. The data was collected by means of a questionnaire that was designed for the purpose of this study. The Cronbach Alpha was used to test the reliability of the instrument and a value of 0.73 was obtained in the test. The questionnaire was distributed among the primary school teachers who responded to it. Data analysis revealed that teachers were not adequately trained to demonstrate physical education skills and therefore had difficulties in teaching the subject. It is hence recommended that teachers who are required to teach the physical education component of Creative and Performing Arts must be qualified physical education professionals who will be able to correctly demonstrate physical education skills to the learners. In this way, students may be able to benefit from creative and performing arts as a curriculum subject.
 本文旨在探討博茨瓦納小學的體育科與創意藝術科的融合，結果顯示需要培訓足夠的教師去教授這些融合的課程。

This is a qualitative study undertaken through a case study design. The study was carried out to investigate into the impact of career guidance on career choice of secondary students in Botswana. Data was collected from form 5 students, guidance & counselling teachers and principals at four (4) private senior secondary schools in Gaborone using a focus group interview, individual interviews and a qualitative-questionnaire. The study was inspired by the quest to understand the impact of career guidance and information provided in secondary in determining career choice of students in schools. The Systems Theory Framework (STF) was used as a guide the study. The findings reveal the absence of a robust career guidance programmes and practices in most of the schools. In schools with career guidance programmes, these were found wanting. Students show their awareness on subject combination and requirements for entry into higher institution in their responses. However, majority of the participants did not have enough career information as expected of students at their final stage of secondary education. The study concludes that due to the dynamic nature of career choice and planning process, career decision of students are influenced by various factors and that as such students need career guidance and information in order to make informed and wise decisions. Thus, in light of findings from this study we recommend that systematic guidance programmes which will adequately address the career needs of learners be developed and provided in schools.

Abstract 61 Purpose As life expectancy increases with widespread access to HIV treatment, cancer has become a leading cause of death in Botswana. Delays in the diagnosis and treatment of cancer can lead to the development of late-stage disease with poor survival. These delays represent a multifaceted problem that is attributable to patient, provider, and systemic factors. We aimed to quantify the delay intervals from symptom onset to treatment start among patients with cancer in Botswana as well as to understand knowledge, attitudes, and fears associated with these intervals. Methods From December 2015 to January 2017, we surveyed patients who were seen in an oncology clinic in Gaborone, Botswana. We calculated the proportions of patients who experienced delays in appraisal (between detecting symptoms and perceiving a reason to discuss with a provider, defined as > 1 month), getting help (between deciding to discuss and the first consultation with a provider, defined as > 1 month), diagnosis (between first consultation and receiving a diagnosis, defined as > 3 months), and treatment (between diagnosis and starting treatment, defined as > 2 months). We looked at the association of covariates, including beliefs and stigmas about cancer, with these delays. Results Among 214 patients with cancer who completed the survey, median age at diagnosis was 46 years, and the most common cancer was cervical (42.2%). Of patients, 81.3% were female, 60.7% were HIV infected, and 57.1% presented with advanced cancer (stage III and IV). Of patients, 25.7% experienced a delay in appraisal, 35.5% in getting help, 63.1% in diagnosis, and 76.85% in treatment. Patient income, education, and age were not associated with delays; however, patients who lived with larger families presented faster (odds ratio [OR], 0.89; P = .023). In multivariable analysis, males were more likely to experience an appraisal delay (OR, 2.31; P = .02). Patients with Kaposi’s sarcoma were more likely to have an appraisal delay (OR, 9.77; P < .001), whereas patients with breast cancer were more likely to have a treatment delay (OR, 9.12; P < .001). Patients who felt their symptoms were less serious were more likely to experience an appraisal delay (OR, 2.49; P = .02). Conclusion Nearly all patients who were surveyed experienced a delay in obtaining cancer care in Botswana. In a setting in which care is provided to patients without charge, cancer type and male sex were more important predictors of delays than socioeconomic factors. Improving cancer awareness by families, patients, and primary providers could reduce delays in cancer care. AUTHORS' DISCLOSURES OF POTENTIAL CONFLICTS OF INTEREST No COIs from the authors.

AbstractObjectiveThe purpose of this study was to demonstrate effectiveness of an educational training workshop using role-playing to teach medical students in Botswana to deliver bad news.MethodA 3-hour small group workshop for University of Botswana medical students rotating at the Princess Marina Hospital in Gaborone was developed. The curriculum included an overview of communication basics and introduction of the validated (SPIKES) protocol for breaking bad news. Education strategies included didactic lecture, handouts, role-playing cases, and open forum discussion. Pre- and posttraining surveys assessed prior exposure and approach to breaking bad news using multiple-choice questions and perception of skill about breaking bad news using a 5-point Likert scale. An objective structured clinical examination (OSCE) with a standardized breaking bad news skills assessment was conducted; scores compared two medical student classes before and after the workshop was implemented.ResultForty-two medical students attended the workshop and 83% (35/42) completed the survey. Medical students reported exposure to delivering bad news on average 6.9 (SD = 13.7) times monthly, with 71% (25/35) having delivered bad news themselves without supervision. Self-perceived skill and confidence increased from 23% (8/35) to 86% (30/35) of those who reported feeling “good” or “very good” with their ability to break bad news after the workshop. Feedback after the workshop demonstrated that 100% found the SPIKES approach helpful and planned to use it in clinical practice, found role-playing helpful, and requested more sessions. Competency for delivering bad news increased from a mean score of 14/25 (56%, SD = 3.3) at baseline to 18/25 (72%, SD = 3.6) after the workshop (p = 0.0002).Significance of resultsThis workshop was effective in increasing medical student skill and confidence in delivering bad news. Standardized role-playing communication workshops integrated into medical school curricula could be a low-cost, effective, and easily implementable strategy to improve communication skills of doctors.

This study aim to attempt mapping out the Land Use or Land Cover (LULC) status of Regional Project Coordination Committee (RPCC) between 2009-2019 with a view of detecting the land consumption rate and the changes that has taken place using RS and GIS techniques; serving as a precursor to the further study on urban induced variations or change in weather pattern of the cityn Rangpur City Corporation(RCC) is the main administrative functional area for both of Rangpur City and Rangpur division and experiencing a rapid changes in the field of urban sprawl, cultural and physical landscape,city growth. These agents of Land use or Land cover (LULC) varieties are responsible for multi-dimensional problems such as traffic congestion, waterlogging, and solid waste disposal, loss of agricultural land. In this regard, this study fulfills LULC changes by using Geographical Information Systems (GIS) and Remote Sensing (RS) as well as field survey was conducted for the measurement of change detection. The sources of data were Landsat 7 ETM and landsat 8 OLI/TIRS of both C1 level 1. Then after correcting the data, geometrically and radiometrically change detection and combined classification (supervised & unsupervised) were used. The study finds LULC changes built-up area, water source, agricultural land, bare soil in a change of percentage is 17.23, 2.58, -9.94, -10.19 respectively between 2009 and 2019. Among these changes, bare soil is changed to a great extent, which indicates the expansion of urban areas is utilizing the land to a proper extent.
 Keywords: Urban expansion; land use; land cover; remote sensing; geographic information system (GIS); Rangpur City Corporation(RCC).
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The study looked at gender as it relates to academic performance of students in Agriculture Primary School Leaving Examination in Gaborone schools. The research was quantitative ex-post facto type design. The sample composed of 3781 (1751 males and 2030 females) students who wrote PSLE in 2012. The sample was taken from 43 primary schools in Gaborone area which included private and government schools. The results which included students’ scores were obtained from Botswana Examinations Council academic records and were not manipulated in any way. The results were then subjected to testing using Statistical Package for Social Sciences at significance level of 0.05. An independent t-test was conducted to determine significance difference and value of -5.964 which is statistically significance (P = 0.00) obtained and therefore the null hypothesis that states that there is no significant difference between males and females was rejected. The analysis revealed that girls performed better than boys and moreover there is a significant difference between males and females’ academic performance. It was therefore, recommended that the Gaborone Regional Education office intensify research to establish how other variables such as location, parental support and economic status of parents contribute to poor Primary School leaving Examinations.

This study investigated the extent of Parent Teacher Associations’(PTA) involvement in the management of Broadhurst primary schools in Gaborone. To achieve this objective three research questions were developed. The study adopted a descriptive survey type of research design. A sample of 313 was drawn from the population of 1736 out of 8 primary schools in Broadhurst, Gaborone. A random sampling technique was used to select participants from parents and teachers. A structured questionnaire titled “Extent of PTA involvement in Primary School Management” was used for data collection. The instruments were validated by a panel of experts. A reliability coefficient of .76 was obtained from trial testing of parents and teachers rating of extent of PTA involvement in the management primary school. Data collected was analysed descriptively for means and standard deviations. The study indicated that PTA involvement in school management is low on issues of maintaining desirable behaviour in schools and fund raising activities. It is however significant (mean 2.52) which is above the criterion mean of 2.50 when it comes to improvement of academic performance. The study concluded that the PTA involvement in management of schools benefits learners as Gaborone region was rated among the best performing in Botswana. It was therefore recommended that policies and guidelines governing PTA should be developed by Ministry of Basic Education and Training to maximise the benefits of this collaboration.

Partner notification and treatment are essential to sexually transmitted infection (STI) management. However, in low- and middle-income countries, half of partners do not receive treatment. A mixed methods study was conducted to explore experiences and preferences around partner notification and treatment in patients seeking STI care in Gaborone, Botswana. Thirty participants were administered a quantitative survey, followed by a semi-structured interview on partner notification, treatment, and expedited partner therapy (EPT). Among the 30 participants, 77% were female with a median age of 28 years (IQR = 24–36), 87% notified their partner, and 45% of partners requiring treatment received treatment. Partners who received a contact slip were more likely to have been treated than those who did not (75% vs. 25%). Contact slips were identified as facilitators of notification and treatment, while asymptomatic partners and limited clinic resources were identified as barriers to treatment. Few participants expressed a preference for EPT and concerns included preference for medical supervision, a belief their partner would refuse, and an inability to explain the treatment. Despite successful notification, partner treatment was modest within this population. Information for partners, provider counseling, and improved access to services may increase partner treatment. Education on STIs and treatment options may improve EPT acceptability.

In Botswana, Special Needs Education has been implemented for 25 years with some success but there is still a need for evidence-based methods like Frequency Building, behavioural fluency, and Precision Teaching to be used to measure and improve school performance and learning. We explored the impact of these behavioural technologies on reading performances of four children with learning disorders (ADHD, speech impairment and acquired brain disorder) in a special school in Gaborone. At the assessment, two children were unable to read letter sounds and two could not read sight words. Reading performances were measured with frequency and displayed on a standard celeration chart. During the intervention, the length of the tasks was reduced and then augmented. Findings revealed that after 3 months of intervention children significantly increased their score stimulating self-confidence and enthusiasm during activities. This work demonstrates that behavioural technologies can be applied in Africa without using expensive or time-consuming resources.

<p>Globally, Early Childhood Education (ECE) has been governed by National Association of the Education of Young Children (NAEYC). This organisation concerned about the welfare and education of young children (0-8years) produced guidelines for practitioners and all involved in the teaching of young children on how best to teach and educate young children. These guidelines state that children need to be taught content that is developmentally appropriate. This means that content should be designed to suit the age, individual nature of the child as well as the culture of the child. While Botswana has taken bold steps in providing ECE to children who would not have been able to enrol in ECE one wonders whether the provision afforded meets the requirement of providing these children with Developmentally Appropriate Practices (DAP) as mandated by NAEYC. The absence of such practices may impact on the learning of young children. This paper argues for the importance of the DAP practices in the current ECE provision. It is suggested that the DAP can provide children with quality education that they deserve; it can also allow children to learn at their own pace. The absence of such a practice can impact the quality of ECE consequently impacting on the proper development of children holistically. Data collection and analysis used mixed methods being qualitative and quantitative. Questionnaires and interviews were uses as data collection instruments. A total of 15 questionnaires were distributed to ECE teachers in the Greater Gaborone Zone of which 11 were returned. A total of 11 interviews were conducted. The participants were mostly women with a few men. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0736/a.php" alt="Hit counter" /></p>

Purpose The purpose of this study is to assess the current level of education qualifications of the workforce working in academic libraries in Botswana. The study also aims to determine the current and required level of continuing professional development (CPD) of librarians working in academic libraries in Botswana. Design/methodology/approach The study adopted positivist research paradigm and quantitative research design using a structured questionnaire to collect data, where survey questions were developed based on existing, tested and verified NeXus1 and NeXus2 instruments developed in Australia. Findings Findings revealed that majority (41 or 35.3%) of the academic workforce in Botswana had first degree professional qualification, while those with diploma qualification were 28 or 24.1%; about a quarter of respondents had obtained master’s degree qualification. Most of the CPD activities undertaken were workshops and other workplace training programmes. While about half of the total respondents had attended conferences, less than half of them had published or presented a paper, and mentoring, that should have been given a pride of place in the libraries, largely suffers near neglect. Some knowledge and skills have been acquired on the job and have beneficial impact in the service rendered. Originality/value The study seems to be the first of its type in Botswana as a thorough search of literature did not yield any result in the field. What is more, it combines the librarians in public and private universities, colleges of education and institutes of health sciences. Recommendations generated from the findings are likely to improve the services rendered and interest of the librarians in the profession.

Background: Unintended pregnancies are associated with unsafe abortions and maternal deaths, particularly in countries such as Botswana, where abortion is illegal. Many of these unwanted pregnancies could be avoided by using emergency contraception, which is widely available in Botswana.Aim: To assess the level of knowledge, attitudes and practices of female students with regard to emergency contraception at the University of Botswana.Setting: Students from University of Botswana, Gaborone, Botswana.Methods: A descriptive survey among 371 students selected from all eight faculties at the university. Data were collected using a self-administered questionnaire and analysed using the Statistical Package for Social Sciences.Results: The mean age was 20.6 years (SD 1.62), 58% were sexually active, 22% had used emergency contraception and 52% of pregnancies were unintended. Of the total respondents, 95% replied that they had heard of emergency contraception; however, only 53% were considered to have good knowledge, and 55% had negative attitudes towards its use. Students from urban areas had better knowledge than their rural counterparts (p = 0.020). Better knowledge of emergency contraception was associated with more positive attitudes towards actual use (p < 0.001). Older students (p < 0.001) and those in higher years of study (p = 0.001) were more likely to have used emergency contraception.Conclusion: Although awareness of emergency contraception was high, level of knowledge and intention to use were low. There is a need for a targeted health education programme to provide accurate information about emergency contraception.

06–782Baumgardner, Robert J. (Texas A&M U, USA; Robert_Baumgardner@tamu-commerce.edu), The appeal of English in Mexican commerce. World Englishes (Blackwell) 25.2 (2006), 251–266.06–783Bunta, Ferenc (Temple U, USA), Ingrid Davidovich & David Ingram, The relationship between the phonological complexity of a bilingual child's words and those of the target languages. International Journal of Bilingualism (Kingston Press), 10.1 (2006), 71–88.06–784Christiansen, Pia Vanting (Roskilde U, Denmark), Language policy in the European Union: European/English/Elite/Equal/Esperanto Union?Language Problems & Language Planning (John Benjamins) 30.1 (2006), 21–44.06–785Cook, Vivian, Benedetta Bassetti, Chise Kasai, Miho Sasaki & Jun Arata Takahashi, Do bilinguals have different concepts? The case of shape and material in Japanese L2 users of English. 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Abstract Background Cervical cancer is the leading cause of female cancer mortality in Botswana with the majority of cervical cancer patients presenting with late-stage disease. The identification of factors associated with late-stage disease could reduce the cervical cancer burden. This study aims to identify potential patient level clinical and sociodemographic factors associated with a late-stage diagnosis of cervical cancer in Botswana in order to help inform future interventions at the community and individual levels to decrease cervical cancer morbidity and mortality. Results There were 984 women diagnosed with cervical cancer from January 2015 to March 2020 at two tertiary hospitals in Gaborone, Botswana. Four hundred forty women (44.7%) presented with late-stage cervical cancer, and 674 women (69.7%) were living with HIV. The mean age at diagnosis was 50.5 years. The association between late-stage (III/IV) cervical cancer at diagnosis and patient clinical and sociodemographic factors was evaluated using multivariable logistic regression with multiple imputation. Women who reported undergoing cervical cancer screening had lower odds of late-stage disease at diagnosis (OR: 0.63, 95% CI 0.47–0.84) compared to those who did not report screening. Women who had never been married had increased odds of late-stage disease at diagnosis (OR: 1.35, 95% CI 1.02–1.86) compared to women who had been married. Women with abnormal vaginal bleeding had higher odds of late-stage disease at diagnosis (OR: 2.32, 95% CI 1.70–3.16) compared to those without abnormal vaginal bleeding. HIV was not associated with a diagnosis of late-stage cervical cancer. Rural women who consulted a traditional healer had increased odds of late-stage disease at diagnosis compared to rural women who had never consulted a traditional healer (OR: 1.61, 95% CI 1.02–2.55). Conclusion Increasing education and awareness among women, regardless of their HIV status, and among providers, including traditional healers, about the benefits of cervical cancer screening and about the importance of seeking prompt medical care for abnormal vaginal bleeding, while also developing support systems for unmarried women, may help reduce cervical cancer morbidity and mortality in Botswana.

This article reports the experience of an e-Learning pilot project selected by the Educational Technology Unit (EduTech) of the Centre for Academic Development (CAD), University of Botswana (UB). This e-Learning package was designed and delivered in connection with the three-credit course “Issues and Trends in Early Childhood Education” (EPI-642), which is required for the first year of the master’s program in the Department of Primary Education. The course was taught via a flexi-time, gradual, phase-by-phase transition from traditional face-to-face teaching to the electronic medium of an e-Learning lab (called SMART classroom). This course utilized a student centred e-Learning package that retained the learning qualities of traditional teaching, personal guidance, and mentoring, while seeking to enhance students’ research and computer skills.

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