Mosenodi - Volume 4, Issue 1, 1996
Volume 4, Issue 1, 1996
Author Keith WatsonSource: Mosenodi 4, pp 3 –20 (1996)More Less
Given the influence of publications from the World Bank on educational policy makers, this paper looks critically at the 1995 Review of Priorities and Strategies for Education. The rationale of the review is considered and the internal processes taking place prior to publication are outlined. The main arguments and recommendations are considered in detail and out of this a number of major concerns emerge which are addressed in detail. It is clear that in the final analysis the World Bank is a bank and its concerns are largely with questions of finance, economic returns, efficiency and so on with the result that the complexity of human interactions within educational organisations tends 10 be reduced 10 economic statistics.
Health related knowledge and sources of health information amongst students in an urban area of BotswanaAuthor Roger C. MiddletonSource: Mosenodi 4, pp 21 –30 (1996)More Less
A survey was carried out 10 investigate two areas of health education amongst students in an urban area of Botswana. The levels of health related knowledge in specific areas were examined and also the sources that students use for information on health. Students were found 10 use a wide variety of sources outside the school but that Teachers and Nurses, followed by Parents were the most important. Information on sources and health related knowledge is of value in the development of altitudes to health.
Students' perceptions of teaching and learning patterns in geography : a Botswana senior secondary school case studyAuthor Richard TabulawaSource: Mosenodi 4, pp 31 –46 (1996)More Less
This paper reports findings of a questionnaire study which sought to establish students' perceptions of geography classroom climate in a senior secondary school in Botswana and their interest in 30 geographical activities. 780 students completed a Geography Activities Rating Scale (GARS) and a Geography Interest Questionnaire (GIQ). Results indicated the predominance of teacher-centred activities in geography lessons and showed that these same activities are also rated by the students as being of low interest to them. The findings are important to the teachers who need periodic feedback on their classroom practice from their students, and also to curriculum developers who should always take into consideration the interests of students when planning syllabuses.
Author Jo ArthurSource: Mosenodi 4, pp 47 –57 (1996)More Less
The ideological underpinnings of the language pedagogy to which primary teachers are exposed during their professional training are explored in this paper. The priority given to English through promotion of the direct language teaching method is contrasted with the neglected development of methodology for the teaching of Setswan a as a mother tongue. This inequality reflects and perpetuates hierarchical language values in Botswana society, as does the official exclusion of languages other than English and Setswana from classroom use. This then contributes to symbolic domination by an elite social group in Botswana which is bilingual in Setswana and English. Furthermore, the learning of non-elite children is handicapped by the framework of language pedagogy and educational language policy within which their teachers are required to operate. The common classroom practice of codeswitching between languages indicates teachers' resistance to dominant social values and the practical priority they give to effective communication with their pupils.