Academic literature on the topic 'Museums and schools – Botswana'
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Journal articles on the topic "Museums and schools – Botswana"
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Caillet, Elisabeth. "Schools and Museums." Journal of Museum Education 19, no. 2 (1994): 14–18. http://dx.doi.org/10.1080/10598650.1994.11510266.
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Moswela, Bernard. "Instructional Supervision in Botswana Secondary Schools." Educational Management Administration & Leadership 38, no. 1 (2010): 71–87. http://dx.doi.org/10.1177/1741143209351811.
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Zimmerman, Enid, and Theodore H. Katz. "Museums and Schools: Partners in Teaching." Art Education 38, no. 3 (1985): 44. http://dx.doi.org/10.2307/3192896.
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Zięba, Katarzyna. "MUSEUMS OF HIGH SCHOOLS IN POLAND." Muzealnictwo 59 (June 18, 2018): 79–85. http://dx.doi.org/10.5604/01.3001.0012.1120.
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The scientific conference “Identity and Heritage. Museums of High Schools” held in Krakow, 22–24 November 2017, was a good occasion to learn more about the institutions that look after the broadly defined academic heritage. The legal status of high school museums have been described in the article as well as the consequences thereof. The results of research on such museums existing in Poland have been presented. The study was conducted in 134 public institutions of higher education; it focused on identifying museum and academic collections, and their rank within an organisational structure of the institution. The analysis of collected data allowed to ascertain the number of high school museums operating in Poland, which is 68; they are administrated by 44 various high schools (universities as well as schools of specialisation: technical, medical, agricultural, economic, pedagogical, artistic). It has been pointed out that in the years 2009–2018 as many as 17 new collections were initiated (some of them are still being organised or changed their status after merging of institutions or collections). As far as the museums’ place within an organisational structure of the school is concerned, it has been noted that the faculty museums are the most common ones, followed by those of the general school-wide status. The most important changes that academic museums are presently facing have also been mentioned and described herein, such as transformations of organisational and legal aspects. Last but not least, the virtualisation of collections has been identified as a current issue.
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Makwinja-Morara, Veronica. "Female Dropouts in Botswana Junior Secondary Schools." Educational Studies 45, no. 5 (2009): 440–62. http://dx.doi.org/10.1080/00131940903190493.
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Crespi, Marco. "Museums and museums: the picture of scientific museums." Journal of Science Communication 02, no. 02 (2003): A02. http://dx.doi.org/10.22323/2.02020202.
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In the field of scientific communication in Europe, science centres have gained increasing importance over the last ten years. Italy, beyond the City of Science in Naples, is also planning the set up of more science centres throughout the country. Their hands-on style makes them something between a museum and a fun fair and, beyond the issue of merit, no doubt the success of many science centres also depends on the fun offered. It is important then to be able to assess to what extent people can actually make use of the proposed themes. This report tries to point out the dialogue opportunities between science museums and people1. A questionnaire has been submitted to two scientific secondary schools in Trent and Busto Arsizio (Varese) as a pilot study in this research. A research of this kind should not limit itself to museums, because public opinion on scientific subjects is also influenced by more popular and widespread media such as newspapers and television. Together with people, museums should therefore also be able to make good use of these media and offer opportunities for investigating and going into detail about given topics that the other media deal with without leaving enough time for thinking them over.
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Hooper-Greenhill, Eilean, Martin Phillips, and Anna Woodham. "Museums, schools and geographies of cultural value." Cultural Trends 18, no. 2 (2009): 149–83. http://dx.doi.org/10.1080/09548960902826432.
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Oyetunji, Christianah. "Reorienting Leadership Styles for Sustainable Education." Journal of Teacher Education for Sustainability 13, no. 2 (2011): 59–69. http://dx.doi.org/10.2478/v10099-011-0014-0.
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Reorienting Leadership Styles for Sustainable Education This paper describes the leadership style which can sustain education in Botswana community junior secondary schools (CJSS). The concept was examined based on the policy of education in Botswana, Botswana's vision for 2016 and the current situation in schools. Data was collected by means of a questionnaire and semi-structured interviews from a random sample of community junior secondary school teachers and head-teachers in Botswana. The data suggests that the head-teacher's leadership style affects teachers' and pupils' attitude towards a 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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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.
Dissertations / Theses on the topic "Museums and schools – Botswana"
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Moumakwa, Tshiamiso Violet. "Vocabulary and reading in Botswana senior secondary schools." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250649.
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Leepile, Gosetsemang. "Assessing home economics coursework in senior secondary schools in Botswana." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/25325.
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The aim of this research was to explore how examiners achieve and maintain high quality assessment during marking and moderation of the BGCSE (Botswana General Certificate of Secondary Education) Home Economics coursework in Botswana. In 2000, localization of the Cambridge Overseas School Certificate (COSC) to the Botswana General Certificate of Secondary Education (BGCSE) took place as per the recommendations of the Revised National Policy on Education (RNPE) document. This new certificate system, marked locally, allows for varied modes of assessment, with more emphasis being placed on continuous assessment. This also means that the assessment is school-based, with teachers centrally involved. As is procedure with this kind of assessment, it is subjected to moderation. However, implementation of this new assessment approach exposed, among other challenges, challenges in establishing dependability of teachers’ assessment, possible increase in teacher workload, teachers’ lack of expertise and confidence in undertaking the assessment scheme. This study, among other things, considers the forms of moderation used by the BGCSE to establish consistency in school-based assessment (SBA) and in so doing, it identifies that a dual form of moderation is used. The main research questions guiding this investigation were: <ul> <li>How are teachers and moderators trained so that they may be competent examiners?</li> <li>How is quality assured during marking of coursework?</li> <li>How does the examining body (BEC) Botswana Examination Council ensure that the examiners adhere to the quality control mechanisms?</li> </ul> This was a qualitative study and the sources of data were semi-structured interviews, document analysis and the research journal. The eight respondents who participated in this study were Home Economics teachers, moderators from senior secondary schools and subject experts from the examining body who were all non-randomly sampled from across the country. Purposive sampling was used based on the respondents’ characteristics relevant to the research problem. Data were analyzed using thematic content analysis to describe the phenomenon under inquiry and obtain detailed data. Major findings revealed inconsistencies between teachers and moderators’ marks, and that even though there are procedures that underpin a high quality assessment regime, there is little monitoring by the Botswana Examinations Council (BEC) to ensure adherence by the examiners. Other key concerns included examiners’ dissatisfaction about training and inadequate official support and guidance to equip them as competent examiners in general.<br>Dissertation (MEd)--University of Pretoria, 2009.<br>Science, Mathematics and Technology Education<br>unrestricted
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Seke, Alexius. "Gender differences in geography classrooms in senior secondary schools in Botswana." Thesis, University of London, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271619.
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Winterbotham, Nick. "Museums and schools : developing services in three English counties, 1988-2004." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421903.
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CAZELLI, SIBELE. "SCIENCE, CULTURE, MUSEUMS, YOUNG PEOPLE AND SCHOOLS: WHAT ARE THE RELATIONS?" PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7122@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>No contexto atual, muitos autores insistem em que a
promoção da cultura seja desenvolvida por uma rede de
instâncias culturais. Os museus vêm ocupando lugar de
destaque nesta rede. Os objetivos deste estudo estão
relacionados à investigação dos efeitos de algumas
características associadas aos jovens e a seu entorno,
tanto familiar como escolar, nas chances de acesso a
museus ou instituições culturais afins. Mais
especificamente a intenção é explorar o potencial
explicativo dos capitais econômico, social e cultural no
aumento ou diminuição destas chances. Para a realização
do
estudo, um questionário contextual auto-administrado foi
submetido a 2.298 alunos de 8ª série do ensino
fundamental, em uma amostra probabilística de 48
escolas,
municipais e particulares, situadas no município do Rio
de
Janeiro. O instrumento buscou investigar, de modo geral,
características sociodemográficas e, de forma detalhada,
o
padrão de acesso a museus. Foram privilegiados aspectos
que pudessem dar conta, principalmente de práticas
familiares de mobilização de recursos materiais e
simbólicos junto aos jovens. Como o acesso a museus está
associado a ações de professores e escolas, foi
elaborado
um questionário contextual auto-administrado para os
profissionais diretamente envolvidos com a organização
de
visita. A análise dos dados coletados foi baseada na
aplicação de um modelo de regressão. No contexto
familiar,
os resultados indicam que as diferentes formas do
capital
cultural, combinado com o capital social entrelaçado nas
relações familiares, têm particular relevância no
aumento
das chances de acesso a museus. No contexto escolar, o
acesso às instituições museológicas possui
particularidades relacionadas à rede de ensino.<br>At present, many authors insist that cultural promotion is
to be developed by a net of institutions. Museums occupy
an important place in this net. The aims of this work are
related to the research of the effects of some aspects of
young people and their family and school backgrounds,
regarding the access to museums or similar institutions.
The further aim is to explore the potential of economic,
social and cultural capitals in increasing or reducing
these chances. For this study, a self-administered
questionnaire was submitted to 2.298 students of the 8th
grade of elementary schools, comprising 48 public and
private schools within the City of Rio de Janeiro. The
questionnaire sought to evaluate, in general,
sociodemographic characteristics and, in detail, standard
access to museums. The study examines family action on
using material and symbolical resources together with the
students. Since access to museums involves teachers` and
schools` actions, a self- administered questionnaire was
made up for the staff directly responsible for the visits.
Data analysis was based upon the application of a
regression model. In family background, results indicate
that different forms of cultural capital, together with
social capital in family relations, have special
importance in increasing chances of access to museums. In
school background, the access to such institutions is
closely related to the different school systems.
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Tselayakhumo, Dumelang. "Language-in-education policy and language practices in Botswana primary schools: a case study of 3 schools." Thesis, Rhodes University, 2019. http://hdl.handle.net/10962/68271.
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This is a multiple case study of language practices in relation to the language-in-education policy of Botswana. The impetus for this study came after realising a decline in the academic achievement of learners as they move to higher levels of education. Taking into cognisance other factors like socio-economic background and marginalised communities, this study intended to investigate language practices at 3 primary schools at Standard 1, Standard 4 and Standard 7. Cases were selected from 3 various schools in different districts that present the language situation in Botswana. School A was in Kgalagadi district where the dominant spoken language is Shekgalagarhi, a minority language of Botswana. School B was in Southern district where the dominant spoken language is Setswana, the national language of Botswana and School C was in Gaborone city, the capital city of Botswana, where languages of Botswana come into contact and parents mainly use English to communicate with their children at home. Observation of language practices at these schools was the primary technique of data collection. The researcher also used questionnaires and focus group discussions for authentication. It was realised that whereas the language-in-education policy of Botswana is monoglossic, as it separates languages into separate functions, language practices in the three primary schools were transglossic, as they involved the use of different language varieties in the classroom. However, the researcher discovered that there was limited translanguaging that limited learner creativity and participation in class. The language practices revealed compliance and non-compliance of some schools to the national language-in-education policy. The researcher found language teaching to be one of the factors that limited content acquisition in content subject lessons. Realising the irrelevance of the policy to the linguistic needs of learners, this study proposes guidelines on the implementation of a multilingual micro policy that considers both the strong and the weak versions of translanguaging. This will open ways for translanguaging henceforth, active participation and enhanced performance for all Batswana. It also proposes the study of 3 languages: a minority language of Botswana, Setswana and English as compulsory subjects to embrace multilingualism and for the development of indigenous languages.
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Mokgosi, Lillian Zahra. "Enhancing Quality Education : An investigation in high achieving secondary schools in Botswana." Thesis, University of Sussex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505902.
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Silo, Nthalivi. "Exploring opportunities for action competence development through learners' participation in waste management activities in selected primary schools in Botswana." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003423.
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The broader aim of this study is to probe participation of learners in waste management activities in selected primary schools in Botswana and through these activities, explore opportunities for action competence development. The study starts by tracing and outlining the socio-ecological challenges that confront children and the historical background of learner-centred education which gave rise to an emphasis on learner participation in Botswana education policy. It then maps out the development of children's participation in the global, regional and Botswana contexts by tracing the development of environmental education from early ecological and issue resolution goals of environmental education to sustainable development discourses. The focus is on policy issues and how learner participation has been represented and implemented in environmental education. The study then probes the rhetorical and normalised emphases on participation, and seeks further insight into how learners can be engaged in participatory learning processes that are meaningful, purposeful and that broaden their action competence and civic agency. The study uses the Cultural Historical Activity Theory (CHAT) methodology to build a picture of waste management activity systems in primary schools and to bring to the surface contradictions and tensions in learner participation in these activity systems. These contradictions are used to open up expansive learning participatory processes with learners using the Danish action competence framework. The expansive learning process uses action competence models that provide potential for transformative participation with learners, and new and different opportunities for learner participation. Case study research was used and conducted in the south eastern region of Botswana in three primary schools in three contexts, namely urban, peri-urban and rural. The data was largely generated through focus group interviews during workshops with children and observations of waste management activities. These two methods formed the main data generation methods. They were complemented by semi-structured interviews with teachers, and other actors in the waste management activities, learners' activities and work, learners' notes, photographs and children's drawings as well as show-and-tell explanations by learners. Content analysis and the abductive mode of inference were used to analyse data in all three case studies. Findings from the first phase of the study reveal that participation of learners in waste management activities was largely teacher-directed. This resulted in a mis-match between teachers views of what practices are necessary and important, and children's views of what practices are necessary and important in and for environmental education. Due to culturally and historically formed views of environmental education, the study reveals that teachers wanted children to pick up litter, and this was their primary environmental education concern. Learners on the other hand, identified sanitation management in the school toilets as their primary waste management concern. Teachers had not considered this an environmental education concern. Using the action competence expansive learning approach, the second phase of the study addressed this tension by opening up dialogue between teachers and learners and amongst the learners themselves through an expansive learning process supporting children's participation and action competence development. Through this teacher-learner dialogical engagement, a broader range of possibilities became available and ideas around participation were radically changed. The study further reveals that the achievement of this open dialogue provided for a better relationship within the school community. And with improved communication came better ideas to solve waste management issues that the community still face on a daily basis, such as too much litter. Newly devised solutions were practical and had a broader impact than the initial ones that teachers had always focussed on. They included mobilising the maintenance of toilets, landscaping the school premises and even re-contextualising the litter management that had always caused tensions between learners and teachers. Children seemed to be developing not only a better understanding of the environment, but also developing the ability to resolve conflict amongst themselves and with their elders. By engaging in dialogue with children, they became co-catalysts for change in the school community. This study shows that if children's participation is taken seriously, and if opportunities for dialogue exist between teachers and children, positive changes for a healthier environment can be created in schools. It reveals that children also appeared to be feeling more confident and more equipped to consider changes in their environment outside of the school community. The study further shows that participation in environmental education involves more than cognitive changes as proposed in earlier constructivist literature; it includes in-depth engagement with socio-cultural dynamics and histories in the school context, such as the cultural histories of teachers, schooling and authority structures in the cultural community of the school. The study recommends that there is need to strengthen Teacher Education programmes to develop teaching practices and support for teachers to identify ways of engaging learners' views on issues in the school in open, dialogical ways. Such Teacher Education programmes should deepen teachers' understandings of learners' zone of proximal development (ZPD), demonstrating how dialogue and scaffolding are part of a teacher's role in supporting learning. This is shown in the three case studies that form part of this study. Finally, the study also deepens insights of using the Cultural Historical Activity theory (CHAT) to shed light on issues surrounding learner participation within the socio-cultural and historical environmental education contexts of the schools. The action competence models used in the study provide a tool for revealing forms of learner participation. This tool can be used for critical reflections and monitoring of teaching practices in schools.
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Lecha, Moiteelasilo Dickson Ngamula. "The causes and extent of school dropout in Botswana public senior secondary schools." Thesis, Boston University, 2005. https://hdl.handle.net/2144/32789.
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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The Botswana basic education program is intended to provide for equity and equality of opportunity and access to education. Every Motswana child is expected to attend school continuously up to the national mandatory tenth grade (Revised National Policy on Education, (RNPE) 1994.). Since not all children can be absorbed into senior secondary schools, examinations are used to select those who will proceed to higher education. However, some children selected to senior secondary education drop out before they complete their education cycle. Children who drop out forfeit their chances of going through a senior secondary education program, and thereby lose the opportunity to better themselves, obtain better paying jobs, or make informed contributions to the national development process.
This study sought to discover reasons why some children do not complete their intended cycle of schooling. The research adopted a qualitative design in which in-depth interviews of focus groups were conducted. The main population groups interviewed were teachers, parents, senior secondary students, and school dropouts. The views obtained from the interviews were checked against documents and records of the Botswana Ministry of Education.
The findings indicate that the reasons given by research subjects as causes for school dropout are consistent with those appearing on official records: pregnancy, desertion, illness, and death. However, the respondents also added four major themes of self-withdrawal or withdrawal for personal reasons, parental withdrawal, lack of transportation fees to and from classes, and lack of accommodation. The sub-themes for students who withdraw from school for personal reasons include their not seeing any value in education, thinking that the subject matter is too difficult, or being misguided by peer influence.
The conclusions drawn are that the research subjects believe school dropout is an important issue that should be addressed. The suggested solution strategies include the call for effective teachers, community parenting, community-school partnership, sex education and contraception, and formulating and enforcing laws where parents and guardians will ensure that students stay in school for up to a certain age or else be liable for prosecution (enforced school age).<br>2031-01-01
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Tabulawa, Richard Tjombe. "A socio-cultural analysis of geography classroom practice in Botswana senior secondary schools." Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422406.
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Africa is replete with examples of 'borrowed' curriculum innovations that have failed to be institutionalised. This failure has largely been rationalised in terms of technical problems associated with innovation delivery systems. By adopting a technicist stance toward problems of curriculum change curriculum developers in Developing Countries have paid scant attention to the fact that innovations are necessarily social constructions, and as such are not value-neutral. Their transfer from one socio-cultural context to another, therefore, is bound to be problematic. For a transferred innovation to be institutionalised in its host (new) environment values embedded in it need to be congruent with the values and past experiences of those who are expected to adopt it or else tissue rejection (Hoyle, 1970) will occur. In this thesis the above concern is addressed within the context of pedagogical proposals made in the report, Education for Kagisano (Social Harmony),(1977), mainly that teachers in Botswana public secondary schools should adopt a leamercentred pedagogy. Classroom research in Botswana, however, indicates that this has not happened. This thesis, therefore, is an attempt to explain why teachers appear to have rejected the proposed pedagogy. Rather than adopting a technicist stance in this endeavour, here we adopt a socio-cultural approach in which we recognise the social nature of pedagogical styles. From this premise we then argue that adopti~~., or rejection of pedagogical innovations is also a function of the sociocultural context in " which an attempt to implement the former is being made. Basically, the thesis has two facets; the theoretical and the empirical. At a theoretical level we argue that leamer-centred pedagogy is incongruent with Tswana social structure. In the context of Botswana, therefore, the former may be perceived as 'foreign' by teachers, students and parents. We illustrate this incongruence by analysing Tswana child-rearing practices, demonstrating that these promote in children a 'dependent' mode of thinking which they carry to the classroom as their cultural baggage. It is this mode of thinking that structures teachers' and students' classroom practices leading to authoritarian classroom relationships and teaching style. Analysis of the historical evolution of formal education in Botswana also demonstrates that it (education) has always been authoritarian in practice. Educational practice in Botswana, therefore, appears to be based on Freire's 'banking' theory of education. The latter characterises the 'immunological condition' of Botswana's public educational system and constitutes the teachers' and students' taken-for-granted classroom world. Analysis of the leamer-centred pedagogy, however, shows that it is epistemologically different from the banking theory ofeducation. For this reason the introduction of the former in Botswana public schools might constitute radical, de-stabilising and de-skilling, change. This may only be expected to lead to the teachers' and students' rejection of the proposed pedagogy. It is against this theoretical position that the empirical aspect of the study is carried out. By employing an interpretive approach (and through the medium of geography teaching) we attempt to map out the nature of teaching/learning patterns in two contrasting schools in Botswana, and to understand the meanings teachers and students attach to the observed patterns. The ultimate aim is to understand the implications these meanings and assumptions have for pedagogical change. The study'S findings reveal that geography classroom practices in the two schools differ markedly. Teachers' and students' classroom practical knowledge in the two schools appears to be informed by their utilitarian view of schooling, the view of the nature of knowledge they hold, teachers' perceptions of their students' social background, and the schools' organisational structures. These are aspects of the socio-cultural context which, in the case of public schooling in Botswana, appear as 'stabilised elements' or structures which lead to the production and reproduction of an authoritarian pedagogical style in schools. To break this reproductive cycle, therefore, demands more than just technical solutions. It also demands that educators and curriculum developers reassess and question their basic assumptions about knowledge and human nature. This would have important implications for teacher education. To facilitate the institutionalisation of a learner-centred pedagogy in the schools structural changes in the educational system are also essential. There is need to localise external examinations and empower teachers by democratising curriculum development and decision making. To facilitate this, decentralisation of the educational system is essential. Democratising educational practice in Botswana should be seen in the context of a country committed to democratic social and political values. The classroom has a role to play in this respect
Books on the topic "Museums and schools – Botswana"
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Group, Gloucestershire Museums. Museums for schools: Gloucestershire museums education packfor schools. Gloucestershire Museums Group, 1992.
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Sinha, Biswajit. Theatre libraries, museums, archives, schools & faculties. Raj Publications, 2015.
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Krakoff, Charlotte S. Preparing for jobs--correspondence programmes for Botswana. Directorate of Public Service Management, 1988.
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Museum Schools Symposium (1995 Washington, DC). Museum schools symposium 1995: Beginning the conversation. Science Museum of Minnesota, 1996.
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Raperekisi, Olebeng, and Tony Okuku. Water recycling in Botswana: A hands-on booklet for schools. Rural Industries Promotions Co. (Botswana), 2005.
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Azarov, Vsevolod Borisovich. A muzy ne molchali!: Ėstafeta pami︠a︡ti. Sov. Rossii︠a︡, 1987.
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Kim, Fortney. An alliance of spirit: Museum and school partnerships. AAM Press, American Association of Museums, 2010.
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I︠U︡khnevich, M. I︠U︡. Obrazovatelʹnyĭ muzeĭ: Pedagogicheskiĭ, shkolʹnyĭ, detskiĭ. Sovremennye tekhnologii v obrazovanii i kulʹture, 2007.
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Motlhabane, Ratanang E. Organising school libraries: A manual for junior secondary schools in Botswana. Botswana National Library Services, 1991.
Find full textBook chapters on the topic "Museums and schools – Botswana"
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Nyati-Ramahobo, Lydia. "Chapter 10. The Long Road to Multilingual Schools in Botswana." In Imagining Multilingual Schools, edited by Ofelia García, Tove Skutnabb-Kangas, and María E. Torres-Guzmán. Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598968-011.
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Xanthoudaki, Maria. "Museums, Galleries and Art Education in Primary Schools." In Landscapes: The Arts, Aesthetics, and Education. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0043-7_8.
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Pedretti, Erminia, and Ana Maria Navas-Iannini. "Pregnant Pauses: Science Museums, Schools and a Controversial Exhibition." In Navigating the Changing Landscape of Formal and Informal Science Learning Opportunities. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89761-5_3.
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Siamisang, Peggy, Rajiv Kumar, Sreekumar Narayanan, and Neelamegam Chandirakasan. "Integration of ICT in Curriculum - A Case Study of Botswana Junior Secondary Schools." In Communications in Computer and Information Science. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-3143-5_16.
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Ojo, Sunday, and Ben Awuah. "Building resource capacity for IT education and training in schools — the case of Botswana." In Capacity Building for IT in Education in Developing Countries. Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35195-7_3.
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Mulcahy, Dianne. "Assembling Spaces of Learning ‘In’ Museums and Schools: A Practice-Based Sociomaterial Perspective." In Understanding Teaching-Learning Practice. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7155-3_2.
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Brunelli, Marta. "Il museo della scuola come luogo di sperimentazione di percorsi di Public History: il caso del Museo della Scuola «Paolo e Ornella Ricca» dell’Università di Macerata." In Studi e saggi. Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-5518-009-2.17.
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Public historians have definitively recognized the crucial role that museums – on par with libraries, archives, schools as well as media, cultural and tourism industry, and «all other sectors where the knowledge of the past is required to work with different audiences» (AIPH, The Italian Public History Manifesto, 2018) – can play for the development of Public History practices. In this scenario, historians of education do well know the potential that is locked up inside the historical-educational museums too. A potential that, especially in university museums, can improve academic teaching quality, promote innovative research and, finally, foster cultural and social empowerment of communities.
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Kloetzer, Laure, Julia Lorke, Joseph Roche, Yaela Golumbic, Silvia Winter, and Aiki Jõgeva. "Learning in Citizen Science." In The Science of Citizen Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58278-4_15.
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AbstractCitizen science is a promising field for educational practices and research. However, it is also highly heterogeneous, and learning happens in diverse ways, according to project tasks and participants’ activities. Therefore, we adopt a sociocultural view of learning, in which understanding learning requires a close analysis of the situation created both by the project tasks and the dynamics of engagement of the participants (volunteers, scientists, and others). To tackle the complexity of the field, this chapter maps learning in citizen science into six territories, according to where learning might take place: formal education (schools and universities); out-of-school education (science and nature clubs, summer camps, outdoor education, etc.); local and global communities (neighbourhood associations, activist associations, online communities, etc.); families; museums (science museums, art museums, zoos, and botanic gardens); and online citizen science. For each territory, we present key findings from the literature. The chapter also introduces our six personal journeys into the field of learning and citizen science, displaying their variety and the common lessons, challenges, and opportunities. Finally, we present four key tensions arising from citizen science projects in educational settings and look at training different stakeholders as a strategy to overcome some of these tensions.
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Ruele, Victor, and Chinandu Mwendapole. "Which Comes First, the Chicken or the Egg: Rebalancing the Focus of Design and Technology in Senior Secondary Schools in Botswana." In Educational Media and Technology Yearbook. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14188-6_9.
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Sheskin, Ira, and Arnold Dashefsky. "Jewish Institutions: Jewish Federations, Jewish Community Centers, Jewish Social Service Agencies, National Jewish Organizations, Synagogues, College Hillels, Jewish Day Schools, Jewish Overnight Camps, Jewish Museums, Holocaust Museums, Memorials and Monuments." In American Jewish Year Book. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09623-0_20.
Full textConference papers on the topic "Museums and schools – Botswana"
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Mpuchane, Sisai. "Reflections on Physics Output from Senior Secondary Schools in Botswana." In WOMEN IN PHYSICS: 2nd IUPAP International Conference on Women in Physics. AIP, 2005. http://dx.doi.org/10.1063/1.2128281.
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Hernández Ibáñez, Luis A., and Viviana Barneche Naya. "Joint spaces between schools and museums via virtual worlds." In the 2012 ACM workshop. ACM Press, 2012. http://dx.doi.org/10.1145/2390895.2390901.
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Sotiriou, Sofoklis, Stamatina Anastopoulou, Sherman Rosenfeld, and Marcelo Milrad. "Using advanced technologies to connect schools to science museums." In 4th International Workshop on Wireless, Mobile and Ubiquitous Technology in Education. IEEE, 2006. http://dx.doi.org/10.1109/wmte.2006.261369.
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Insaf, Habiba Hakimuddin. "SCHOOLS, MUSEUMS, AND YOUNG AUDIENCES: UNDERSTANDING THE EDUCATIONAL ROLE OF MUSEUMS IN THE 21ST CENTURY USING CASE STUDIES FROM GERMANY AND INDIA." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1556.
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Iloanya, Jane. "Session 4: Inclusive Education | Teaching Students with Learning Difficulties in Botswana Schools through Inclusive Education." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0017.
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Potyrala, Katarzyna, Karolina Czerwiec, and Renata Stasko. "NATURAL HISTORY MUSEUMS AS A SPACE OF SCIENCE EDUCATION IN THE KNOWLEDGE-BASED SOCIETY." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.99.
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The museum activity is more and more often aimed at integration with local communities, organization of scientific debates and intercultural dialogue, expansion of social network and framework for communication and mediation of scientific issues. Museums generate learning potential and create a social culture. The aim of the research was to diagnose the viability of natural history museums as the spaces of open training and increasing social participation in education for balanced development. Furthermore, it examined the possibility to create a strong interaction between schools at all levels and institutions of informal education, exchange of experience in the field of educational projects and the development of cooperation principles to strengthen the university-school-natural history museum relations. In the research conducted in the years 2016-2017 participated 110 students of teaching specialization in various fields of studies. The results of the research are connected with students’ attitudes towards new role of museums as institutions popularizing knowledge and sharing knowledge. The outcomes enable the diagnosis in terms of preparing young people to pursue participatory activities for the local community and may be the starting point for the development of proposals of educational solutions increasing students’ awareness in the field of natural history museums’ educational potential. Keywords: knowledge-based society, natural history museum, science education.
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Leão, Celina P., Filomena Soares, João Sena Esteves, and Paula Jorge. "Eggs, Oranges and Other Technological Devices in Science Dissemination." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66648.
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The present work aims to analyze the challenge of organizing a science exhibition outside the common places (science museums, schools, universities). The exhibition, named “Scientist for a day”, under analysis took place in a sports environment. It was organized by a group of five 15 years old athletes, supervised by three university professors, and attended by 120 participants. There were 12 experiments, from the simple Jumping Egg to the sophisticated Electromagnetic Levitation Plane and the eye-catching Wimshurst Machine. The analysis of the outlooks of the participants in this science dissemination activity was performed through questionnaires voluntarily answered by 59 attendees (aged between 3 and 64 years old). The survey was designed to investigate the level of satisfaction of the participants and their opinions regarding each experiment, identifying the most and the least preferred, and if they are considering further study at university and in what area. The results analysis is presented in terms of group age distribution. Summarizing the participants’ perceptions, they were unanimous in recognizing that they were completely satisfied with the event.
Reports on the topic "Museums and schools – Botswana"
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.