Mosenodi - Volume 6, Issue 2, 1998
Volume 6, Issue 2, 1998
Source: Mosenodi 6, pp 17 –24 (1998)More Less
In this paper we examine the Vision 2016 document with a view to ascertaining the chances of its success. Policies such as this one are normally intended to advance any nation on the path of growth. However, there are many other intervening variables in achieving success in the anticipated directions. These are some of the things we consider in coming to a conclusion on the chances of success in regards to the Vision 2016 policy document in Botswana.
Author Esther S. SeloilweSource: Mosenodi 6, pp 25 –32 (1998)More Less
This paper is based on the data drawn from the main study that investigated family caregiving of the mentally ill in Botswana. The study used a grounded theory design to investigate family care of the mentally ill in Botswana. A convenience sample of thirty (N=30) caregivers (26 females and 4 males: 16 urban and 14 rural) participated in in-depth interviews concerning their experiences, demands and social support. Data was coded using constant comparison method developed by Strauss and Corbin (1990). Data sought to understand the support the caregivers were getting in order to in turn support their mentally ill relatives. Caregivers indicated a lack of adequate resources at individual, family and community levels. Families expressed direct need for both material and informational support. Interviews further explored caregivers' conceptualisation of social support. The need to support the families was seen as critical for satisfactory and efficient provision of care for their mentally ill relatives. Sup porn impediments were highlighted and implications for community mental and policy development advanced.
Author Bontshetse M. MazileSource: Mosenodi 6, pp 53 –61 (1998)More Less
In spite of all efforts the Government of Botswana has made to establish gender balance in the education system, there are still many grey areas. In this study, the researcher examines social studies and history textbooks used in Botswana, applying content analysis based on a 14 - item instrument. It was found that the textbooks were gender biased in all areas investigated. Appropriate recommendation were made.
Author Martha M. WilliamsSource: Mosenodi 6, pp 63 –70 (1998)More Less
Early childhood education in Botswana is privately operated and serves 20,000 children. This represents approximately seven percent of the pre-school population. Early Childhood Care programmes were started three decades ago by groups of women concerned about the care of young children whose mothers were employed away from the home. After a decade of operation, the government followed with a national policy on day care, and council bye-laws used to license and monitor established pre-school programmes. The components of a high quality programmes have been documented through many studies. A relatively widespread consensus shows that essential high quality factors are associated with: (1) staff to child ratio; (2) structure and group size; (3) staff training; (4) children's experiences; (5) staff continuity and (6) management competence. Each of the quality factors will be discussed with documentation and applied nationally.
A survey of prospective teachers' perceptions of the usefulness of teacher training programmes in BotswanaSource: Mosenodi 6, pp 63 –70 (1998)More Less
This study examines prospective teacher's perceptions of the usefulness of their teacher training programmes before actually going into the classroom setting. This perception is measured against their perception of the programmes after their hands-on experience with teaching. We have also tried to determine whether or not a relationship existed between perceptions of programme usefulness and confidence in one's teaching ability. Using inferential statistics with values determined at .05 level of significance, some findings were distilled. On the basis of the findings, certain recommendations were made.
Gender dimension of individuation from parents and relationships with peers-the case of Tirelo Setshaba participants in BotswanaAuthor Dorcas B. MolefeSource: Mosenodi 6, pp 63 –74 (1998)More Less
The Tirelo Setshaba (National Service) scheme engages youth of ages 18 to 23 who have completed their Cambridge Ordinary Level School Certificate. They are employed for a year in different occupations across the country. These late adolescents and young adults have not usually had any independence from the control of either their families or guardians or teachers and boarding staff Because of these social and institutional limits, they have had little experience and exposure to the realities of life. Tirelo Setshaba gives many of them who leave home for the firs time these experiences. They are faced with an array of problems ranging from relationships at work, to interacting within an environment free of most constraints, to confronting peer group pressures (from other participants) in relation to drinking, drugs and personal relationships. The paper explores strategies that participants use to cope with these new situations. The study uses the concept of individuation which means the process by which a person develops his l her self image. It evaluates data obtained from 60 diaries kept by participants on their relationships with their peers. The study is based on the assumption that cognitive conflict can induce developmental change; and explores the effects of peer dialogue and daily companionship in late adolescence and early adulthood on development of the Tirelo Setshaba participants. The major finding is that during their year of national service, the participants develop new perceptions of self that are derived from their interaction with their peers.
Maximising learning opportunities for Tirelo Setshaba (Botswana's unique non-military national service)Source: Mosenodi 6, pp 75 –87 (1998)More Less
Each society has its own ways of preparing young people for adult life. In Botswana, for centuries, youth were prepared for the transition to adulthood throughinitiation (bogwera and bojale) where both boys and girls were taught about their new roles. With colollialization and Christianity these practices were largely abandoned and formal schooling became the means to prepare youth for their futures The failure of increasing numbers of school leavers robe absorbed by the modern economy and the new society, resulted in displacement, alienation and delinquency. In 1980, Botswana introduced a form of national service for form V leavers-Tirelo Setshaba, a nonmilitary, individual placement, user-department-based scheme. Tirelo Setshaba was developed as an exercise in nation-building, designed to encourage self-development of participants, to enable them to participate in rural development, especially in remote areas, and to sensitise them to other social and cultural situations. This paper is based on research undertaken to assess the contribution of Tirelo Setshaba Participants to national development in the field of education. The paper highlights the problems involved in managing such a programme and makes suggestions on how to maximise learning opportunities for the participants. The paper considers the implications of Tirelo Setshaba for Namibia and South Africa, both of which countries have shown some interest in Botswana's unique from of national service.