Mosenodi - Volume 2, Issue 1, 1994
Volume 2, Issue 1, 1994
Author Lily MafelaSource: Mosenodi 2, pp 3 –16 (1994)More Less
From the early 1940s, the Mochudi Homecraft Centre (MHC) came to symbolise an idealistic form of women' s education that had long been called for by missionaries and the colonial government, which was endorsed by Batswana dikgosi. ln its operation, the institution embodied the wishes of the Dutch Reformed Mission (DRM), the colonial government and Bakgatla leadership. For the government, an institution specialising in domestic training in an exclusively female school was a crucial aspect of the 'Jeanes' philosophy to which it and the missionary society subscribed. Hitherto, women' seducation had not been adequately provided for, in either the territory's elementary schools or in the 'industrial' course at Tiger Kloof. There was an expressed need for well-trained domestic science teachers to facilitate domestic training in schools. Although the Mochudi Homecraft Centre was built amongst the Bakgatla, its activities were more widespread, and its impact was felt throughout the territory.
Author Nessan J. RonanSource: Mosenodi 2, pp 17 –25 (1994)More Less
This paper reports on the findings of empirical research into the level of Information Technology usage in accountancy education. The study is based on the Anglophone SADC tertiary educational institutions who are involved in providing accountancy education. The findings relate to faculty staffing and training, computer equipment and the teaching methodology employed in introducing students to the theory and practice of Information Technology. The paper goes onto make cross cultural comparisons between the practices in the SADC region and those in the United Kingdom. Recommendations are offered on how the SADC educational institutions can equip themselves to take advantage of the developments in this increasingly important field.
Source: Mosenodi 2, pp 27 –45 (1994)More Less
This paper presents the staff perspective on the self-study exercise conducted by the Ministry of Education in 1986-89 in the four primary teacher training colleges in Botswana. The writer undertook the first formal evaluation in 1992/13. The provenance, procedures and outcomes of the evaluation are identified the methodology is descriptionbed, and the data obtained are presented and analysed from a staff perspective. The principal beneficial outcomes identified are the professional and personal competencies gained by staff. The more democratic and participative stance of the Ministry of Education is acknowledged. Extenuating circumstances which inhibited the implementation of the staff proposals are identified.lnstitutionalgainswereminimalbecausetheMinistryfailedtoimplement recommendations made by staff for institutional improvement. The reasons / or this are assessed and the necessary 'political' environment required to successfully capitalise on self-study exercises in teacher training institutions is proposed.
Author James K. TaoleSource: Mosenodi 2, pp 47 –52 (1994)More Less
The paper looks at the extent to which the interplay between the notions of expected outcomes and chance is resolved amongst students enrolled for the Post Graduate Diploma in Education at the University of Botswana. In the study students were asked to choose between real and made-up results of 50 tosses of a coin and to give reasons/or their choices. An analysis of the reasons for the choice showed a strong tendency to expect a pattern, thus showing poor grasp of the impact of the element of chance on the expected outcomes.
Author Daniel N. SifunaSource: Mosenodi 2, pp 53 –66 (1994)More Less
This paper traces the development of community based education since the colonial period in English speaking Africa. It is shown that this policyï¿½which drew considerable influence from educational programmes designed for Black Americans of the Southern States of the United States through the famous Phelps Stokes Fundï¿½was the key to colonial education practice and has featured prominently in post independence Africa. It has not however succeeded in changing the pervasive nature of the academic school curriculum because of political, socioeconomic and educational/actors that tend to undermine it.