Mosenodi - Volume 12, Issue 1-2, 2004
Volume 12, Issue 1-2, 2004
Author Elmon M. TafaSource: Mosenodi 12, pp 5 –20 (2004)More Less
The reintroduction of school fees is part of the neo-liberal globalization Juggernaut which signifies the rupturing of the global consensus on the right to education by transforming education from a right to a commodity. In 2000 Botswana adopted the policy of privatization of state corporations. Globally since 1995, the World Trade Organization, through its General Agreement on Trade in Services (GATS) has been spearheading the commercializing of education. This paper examines the links between education and development and traces the evolution of globalization. It contends that the extension of globalization into social services like education will compromise Botswana's development prospects and harm underprivileged members of this society. Because of e:rtreme inequalities Botswana needs more, not less, state provision of social services to ensure a greater interface between growth and human development. School fees are likely to exacerbate inequalities. The paper concludes by positing an alternative cost-recovery strategy built into the concept of education with production.
An analysis of factors that influence boy's and girls' choices of Design and Technology projects at secondary school level in BotswanaAuthor Michael GaotlhobogweSource: Mosenodi 12, pp 21 –33 (2004)More Less
Increased access to Design and Technology (D&T) by girls at secondary schools in Botswana has failed to address the under-representation of women in engineering fields. These 'would be' women in technology choose to deviate from the technological line of career as they proceed with their education. A research study reported here shows that increasing enrolment of girls in areas mainly believed to be 'masculine' - such as D&T - does not translate into providing equal education opportunities to girls and boys. An analysis of D&T projects for the 2004 Botswana General Certificate of Secondary Education (BGCSE), as well as the candidates' responses to a questionnaire, revealed that girls enrolled in D&T complete the secondary school curricula without if having made any significant impact in their perception of D&T as a 'male' domain. As a result, the number of women in engineering diminishes at higher institutions and ultimately in engineering-related careers.
Source: Mosenodi 12, pp 34 –47 (2004)More Less
This article reports on a study that explored the perceptions gender sensitivity among Botswana teachers of English, with particular reference to the teaching and learning of English language. The data were collected from forty teachers from seven community junior secondary schools in and around Gaborone. Six of the forty teachers were interviewed and their responses were classified according to emerging themes. The results showed that subtle gender bias exists in the Botswana English language classrooms in particular and in the education system in general. However, teachers deny the existence of gender-bias in the classroom - probably because of their lack of training on gender sensitivity. A positive finding is that the materials used to teach the English language are gender sensitive.
Considerations for learner participation in managing indiscipline in senior secondary schools in BotswanaAuthor Victor Yobe MgomezuluSource: Mosenodi 12, pp 48 –68 (2004)More Less
This article discusses the research findings that suggest that the extent of learner participation should be partial in senior secondary school management in Botswana. This extent of learner participation enables learners to be involved in school management aspects in which they can meaningfully participate, whilst allowing the school management to take decisions in aspects in which the learners cannot meaningfully participate. It should also be noted that there are two types of partial participation which the learners could use. One type is where the majority of the learners may feel they need to personally participate certain management aspects. The other type is where the learners feel they can participate through representation by persons who they deem capable of doing so. Meaningful learner participation in some aspects of school management is expected to improve discipline.
Source: Mosenodi 12, pp 69 –81 (2004)More Less
The paper evaluates the content of four physics textbooks used in Botswana senior secondary schools. Emereole's extension of Nworgu's Quantitative Approach for the Content Evaluation of Science Textbooks (QACEST), was used to evaluate the subject content. The Flesch Read Ease formula and the Cloze Test were used to evaluate the readability and comprehensibility of the books for the learners. A 10-point Likert-type questionnaire was used to estimate physics teachers' views on the books' ability to provide instructional support in various areas.
Some perceptions about the separation of Religious Education and Moral Education in Botswana junior secondary schoolsSource: Mosenodi 12, pp 82 –89 (2004)More Less
This paper reports the findings of a study conducted amongst teachers from Botswana junior secondary schools. The study was on the outcomes of the separation of RE and ME as per the recommendations of the RNPE (1994). It is evident from the findings that the majority (73%) of the respondents are aware of both the recommendation and the separation of the two subjects. A wide range of information is made by teachers postulating a dominant view (90%) that both subjects have different emphasis, hence are to be separated.
Perceptions of Secondary School English teachers on strengths and weaknesses of Grade 8 pupils in coping with English lessons in selected Lusaka Secondary SchoolsAuthor C.P. ChishimbaSource: Mosenodi 12, pp 90 –107 (2004)More Less
This study investigated the strengths and difficulties of Grade 8 pupils, in coping with English lessons, as perceived by teachers. The research was conducted in selected secondary schools in the city of Lusaka in Zambia. A questionnaire was used to collect data. Findings showed that more than half of the pupils could cope with English lessons. All teachers stated that remedial work was necessary for the pupils who could not adequately cope in all aspects of English. Very few Grade 8 pupils had a taste for reading a variety of books in English and could make an intelligent guess at the meaning of unknown words from the context. Very few pupils could make simple sentences without grammatical errors. Very few pupils could organize content in free writing. The article incorporated tasks for teachers to do in order to rectify the difficulties faced by Grade 8 pupils in coping with English lessons.
Author Yonah Hisbon MatembaSource: Mosenodi 12, pp 108 –114 (2004)More Less
This paper is a reply to James Awino's contention made in his recent paper that Religious education (RE) in Botswana leads to indoctrination and fundamentalism. My argument is that Awino has misread the current status regarding RE in the country. In this paper, I have subjected Awino's paper to critical review and challenge some of the assertions he makes. I end by showing that Awino's conclusions and recommendations are perhaps anachronistic to the crucial developments that have already taken place in the Botswana RE curricula.
A review of gender equity and equality In primary and secondary education : the case study of BotswanaSource: Mosenodi 12, pp 115 –116 (2004)More Less