oa Mosenodi - Considerations for learner participation in managing indiscipline in senior secondary schools in Botswana

Volume 12, Issue 1-2
  • ISSN : 1021-559X



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.

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