Mosenodi - Volume 14, Issue 1-2, 2006
Volume 14, Issue 1-2, 2006
Author Tonic MaruatonaSource: Mosenodi 14, pp 17 –36 (2006)More Less
This paper argues that, historically, universities have served to select a few individuals that were deemed successful. This highly selective process guarantees them good life and social development. It argues that university education to some extent helped to redress colonial inequities through creating opportunities for employment of graduates. However, it has also facilitated a neo-colonial agenda by serving conflicting roles of adhering to the global capitalist imperative and attempting to inculcate social inclusion in developing nations. The roles of university-based adult education is analyzed - in terms of its curricula, teaching and research - to demonstrate that it has largely straved from its initial concern with social change. Drawing some illustrations from the Department of Adult Education at the University of Botswana, the paper argues that the programme has a lot of potential to go beyond serving state interests to exploit academic freedom to serve the interests of the excluded. Finally, it is suggested that university-based adult education should pursue asocial change agenda by facilitating community mobilisation, strengthening civil society and rethinking curriculum development and teaching in higher education.
Author Esther S. SeloilweSource: Mosenodi 14, pp 37 –49 (2006)More Less
The purpose of this paper is to examine how nursing education is regulated in Botswana as a way to ensure the quality of nursing programs. The evolution of such a quality measure from the pre-independence era to date is traced to identify the various mechanisms that have been utilized. The paper further discusses the antecedent factors to the regulation of nursing education, its historical development as a quality assurance measure and outlines the distinct roles of the regulatory agencies such as the Nursing and Midwifery Council of Botswana, the University of Botswana and the Tertiary Education Council. Accreditation and credentialing are discussed as the major mechanisms in enhancing quality assurance in nursing education. The paper concludes by making some reflections on how nursing was regulated in the past what the current practices are and that t recommendations can be made to improve on these practices to ensure good quality nursing education in Botswana.
Evaluation of teaching and learning at the University of Botswana : beyond 'Happiness' and 'learning' levelsAuthor Lewis B. DzimbiriSource: Mosenodi 14, pp 67 –76 (2006)More Less
Training and education institutions like the University of Botswana have a key responsibility for evaluating teaching and learning programmes - not only for ensuring feedback, taking corrective action and enhancing the quality o..f programmes but, more importantly, to remain more up-to-date and relevant to society. However, many learning institutions have remained moribund and irrelevant because of failure to take into account the needs and requirements of the various stakeholders. How teaching and learning impact on the performance behavior of former students and. in turn their organization, are crucial questions every institution needs to constantly ask every year. By adopting a systematic evaluation framework - as used in human resource development literature - into the evaluation of teaching at the University of Botswana, the quality of teaching and learning will improve and its strategic impact on public, private and non-governmental sector clientele will be raised.
Author Kgomotso G. GaregaeSource: Mosenodi 14, pp 77 –89 (2006)More Less
This paper argues that using students evaluation of teaching as the only instrument for quality assurance in the teaching and learning processes is inadequate. The discussion is based on the University of Botswana Student Assessment form (SECAT). It is argued that depending solely on students' questionnaire responses about a course may not give a lecturer sufficient feedback for course improvement. The paper offers student portfolios as a method that could be used in conjunction with SECAT to get and use feedback from students. Challenges and problems associated with student portfolios are discussed and recommendations are also presented in this paper.
Debating the validity and reliability of student evaluation of staff : evaluation of quality teaching at the University of BotswanaSource: Mosenodi 14, pp 90 –106 (2006)More Less
While in Europe and most of the developed world student ratings of instructors (SRls) continues to be the principal source of evidence for evaluating the quality of teaching in contrast, the use of SRis is a recent phenomenon in Sub-Saharan Africa. In most universities in Sub-Saharan Africa, the evaluation of teaching is based on Heads of Departments' (HODs) and peer assessment reports. Sub-Saharan African Universities which are introducing SRis are meeting resistance from staff who raise many concerns about the valid and reliability of the instruments used and the ability of the students to evaluate instructors. In this article, we look at the literature on the evaluation of the quality of teaching and the validity and reliability of instruments used in the evaluation of teaching at the University of Botswana. The article discusses the concerns raised by lecturers regarding the instruments and examines how the evaluation of teaching has - over the last eight years - been improved to address some of the concerns raised by lecturers.
Quality assurance in university teaching : considering possibilities for testing method effectiveness with statistical modelsAuthor Nonofo Losike-SedimoSource: Mosenodi 14, pp 107 –119 (2006)More Less
The perspective presented in this article is that the quality assurance infrastructure in higher education could do more to articulate a code of practice for quality assurance in teaching. The article also points out a possible direction for research in teaching method effectiveness, where educational psychology principles and statistical models could be used to profile quality teaching. The author illustrates how profiling can be done, by using an existing theory of profiling teaching to explore possibilities for testing method effectiveness by examining, first, the impact of the method on learning and, then, the relationship of the specified constructs of the elements of teaching. The purpose of seeking relationships in the elements of teaching was to further test effectiveness of teaching elements as a composite measure of effectiveness. The correlation results are, however, not presented here. Teaching assessment tools evaluate the success of individual lessons. The article proposes that teaching method effectiveness be descriptionbed in terms of quality profiles where the existence of specific elements of teaching are associated with quality. Three research quest ions were asked and three hypotheses were formulated in this study. The three hypotheses were as follows: 1. Verbal information will have no effect on university students) achievements and attitudes 2. Cognitive skills method will have no effect on achievements and attitudes of university students. 3. Cognitive strategy methods will have no effect on achievements and attitudes of university students. The researcher sought to find out whether the treatment group s performance would differ and whether the type of method contributed to the difference in treatment groups) performance. The independent variables were (a) verbal information method and (b) cognitive skills and strategy method.
Author Bopelo BoitshwareloSource: Mosenodi 14, pp 120 –131 (2006)More Less
This paper explores the potential that ICT -mediated distance education has in increasing access to quality higher education in Africa. The need for ICT-mediated education is justified by the fact that conventional methods are not meeting the demands for higher education in Africa. In addition to increasing access, the paper recognizes that ICT can increase the quality of distance education delivery and highlights currency, accuracy, interactivity and relevance as important attributes of content transmitted through ICT-supported learning environments. The paper also identifies the challenges associated with using ICT for education in Africa and suggests solutions based on principles of good practice. A final focus is made on Botswana with respect to the potential that the Draft National ICT policy holds for distance education in higher education in this country.
Author Anthony G. HopkinSource: Mosenodi 14, pp 132 –143 (2006)More Less
A massive shortage of teachers means that the goal of Education for All children and young people in Africa will not be achieved in the next decade. A contributory factor is that the continents higher education systems have failed to produce the necessary cadre of trained teachers. Botswana is an exception; ten years of basic education are available to al/. This is largely because well trained teachers are supplied through the University of Botswana s system of affiliation. A government funded three-way partnership exists between the University, teacher training colleges and the Ministry of Education. These stakeholders have distinct roles, the relationship is dialogical, and the University is responsible for professional and academic standards. These roles and the potential value of the Tertiary Education Council are descriptionbed and evaluated. Attention is paid to the benefits of collaboration and potential further development. This Botswana experience is offered as a strategy for tapping higher education resources to train teachers. African governments might consider this model for improving the quality of teacher training to achieve Education for All in their countries.
Maximising resource utilization through supervision across subjects : a case study, MoJepolole College of EducationAuthor Mickey AndersonSource: Mosenodi 14, pp 144 –163 (2006)More Less
The successful implementation of any educational programme is, among other things, dependent on the availability and adequacy of resources. The stringent budgets for Teaching Practice and the serious understaffing in some academic departments for the past three years have necessitated a policy OF Teaching Practice supervision across curricular subjects in the Molepolole College of Education. This policy meant that lecturers were expected to supervise students, in subjects they did not teach, in addition to those that they taught. This paper examines the perceptions of lecturers and student teachers with regard to supervision across subjects. It further seeks to establish how student teachers are likely to react to different supervisors. Data collectionwas done through a questionnaire administered to lecturers involved in the supervision of Teaching Practice at Molepolole College of Education in 2005 and from regional coordinators' reports. In addition a random selection of student teachers in Years two and three were given a questionnaire, as well as being interviewed.