Schools In Botswana Research Articles

Teachers’ Beliefs and Technology: Calculator Use in Mathematics Instruction in Junior Secondary Schools in Botswana

<p style="text-align:justify">Lesson starts are transitional events which may cause management problems for teachers This study sought junior secondary school mathematics teachers’ beliefs about calculator use in mathematics instruction in Botswana and was descriptive in nature adopting a survey design. The sample of seventeen (17) mathematics teachers from four (4) junior secondary schools in the Tutume Sub-district in Central Educational Region was selected through a purposive random sampling procedure. A questionnaire comprising both closed and open ended questions was designed to collect data then the analysis of results was carried out using descriptive and inferential statistics. As an illustration, a t-test was used to test for differences in teachers’ beliefs by gender while a one-way ANOVA was used to test for difference in their beliefs by experience. The study revealed that most of the teachers expressed their lack of confidence and were incompetent with the use of a calculator in their teaching with female teachers feeling less confident to explain different functions of a calculator than their male counterparts. In addition, the study showed that most of the teachers believed that a calculator was a technological tool that could be useful to the students in the future. On the contrary, most teachers felt that the overuse of calculators by the students could hamper the development of basic computational skills. Therefore, it was recommended that school based training on calculator use should be provided so as to empower teachers with the necessary technological skills for effective classroom instruction. The study findings have implications to research and practice as it provides unique and comprehensive data that will lead to insight for curriculum designers, policy implementers and instructional leaders on effective calculator use in math instruction.</p>

Exploring Teachers’ Assessment Practices of Performance Tasks in Agriculture and Factors Influencing Their Choice

The aim of the study was to explore processes employed in performance assessment in agriculture in Botswana schools. The study employed an exploratory survey design, in which 13 schools were purposively sampled from two regions. Participants completed a self-administered questionnaire and some were interviewed. Descriptive statistics (frequency counts, percentages, and means) were initially computed before inferential analysis (factor analysis, t-test, and ANOVA) was carried out. Qualitative data was analyzed through thick description. It was found that teachers’ performance assessment was the same in the two regions, characterized by holistic assessment of the product. The emphasis on product assessment was largely due to insufficient training, large class sizes, high workloads, and insufficient time.

Training Learner-Leaders in School Management Aspects: A Strategy to Improving School Discipline in Botswana

This article focuses on the training of learner-leaders as a way of empowering them to participate in strategies of improving discipline in secondary schools in Botswana. The study investigates the extent to which the school managers train learner-leaders and examines selected management aspects that could be included in a training program. A questionnaire was used to collect data. The findings indicated that the training of the learner-leaders was inadequate in providing leadership management skills. Finally, the study recommends selected knowledge and skills aspects that may be included in training content to empower the learner-leaders.

Undergraduate emergency medicine in an African medical school – Experiences from Botswana

Abstract Introduction In August 2011, the first cohort of students at the University of Botswana School of Medicine (UBSOM) began their third year of undergraduate medical training. As part of their 2011–2012 curriculum they each completed a 10week rotation in Emergency Medicine (EM), involving problem based learning (PBL) sessions, maintenance of log books, case presentations, and clinical time at the Emergency Centre (EC) of the main tertiary referral hospital in Gaborone, Princess Marina Hospital. Methods Since EM rotations are often undertaken in the final year of medical training, students were given an anonymous voluntary survey to study the effect of an EM experience in their first clinical year of training. A 5-point Likert scale was used to evaluate learning opportunities and the overall EM experience. Students described which procedures they had observed or performed in their rotation. The survey concluded with open-ended questions seeking additional feedback. Results These were very encouraging for both early exposure to EM and the PBL approach. More than 90% of students agreed or strongly agreed that they felt more confident in clinical settings, improved their clinical decision making process, and found the PBL model to be effective over the rotation. 22 different procedures were observed in the EC with 100% observing venesection and plaster applications. 14 different procedures were performed with 83% students performing venesection and over 65% performing chest compressions and venous cannulation. Discussion It is hoped that this study will provide valuable practical information about undergraduate EM learning in a PBL based Medical School within Sub Saharan Africa that can be replicated across other medical education institutions throughout the region.

Constraints to Senior Management’s Capacity to Implement the Performance Management System in Senior Secondary Schools in Botswana

The performance management system in different forms has been in existence in many countries for some years. In 1999 Botswana like other countries decided to implement a performance management system (PMS) across the entire public service including schools. At its introduction, the government explained the purpose for which this reform was being implemented. Drawing on a grounded theory study about school management’s perceptions of the implementation process in senior secondary schools in Botswana, school heads, deputy school heads and heads of houses in twenty-two of the twenty-seven schools were interviewed. The implementation process of the PMS in schools is primarily the responsibility of these management team members. This paper, part of a bigger study conducted to investigate perceptions about the implementation of the performance management system in senior secondary schools in Botswana, explores factors that may have caused senior management to be dissatisfied with their capacity to implement the PMS.

Parents’ Participation in Public Primary Schools in Botswana: Perceptions and Experiences of Headteachers

The idea of involving parents in the school system is universal and as old as the history and philosophy of education itself. This study investigated the public school headteachers’ experiences and perceptions about the level of parental involvement in the public primary school system in Botswana. The theories guiding this study are that of Epstein’s three spheres of influence and Hoover-Dempsey and Sandler’s model of three level construct. A quantitative design through a medium of a questionnaire for data collection was employed. Out of a total 745 headteachers of public or government primary schools, 63.4% responded to the questionnaire. An important result of the study is that there is minimal parental support especially in rural and remote areas and in boarding primary school system in Botswana. Three recommendations of this study are, the creation of a parent education programme, a policy for the support and participation of parents of children in boarding schools, and further research to tap on the voices of the parents.

Dialogue—Missing in Action Competence: A Cultural Historical Activity Theory Approach in a Botswana School

An in-depth case study on children's participation in environmental management activities in a primary school in Botswana was undertaken, drawing on cultural historical activity theory (CHAT) and the action competence model. This research revealed that due to a lack of dialogue between teachers and children, teachers tended to view children's participation in environmental management activities in a very limited way. Because of their culturally and historically formed views of environmental education, teachers wanted children to pick up litter, and this was the primary environmental education concern they had. Children, on the other hand, identified sanitation management in the school toilets as their primary environmental management concern. Opening up dialogue between children and teachers led to new forms of participation for children, enhancing their action competence development.

Prevalence of tobacco smoking among school teachers in Botswana

BackgroundTobacco is a leading cause of death worldwide, and nearly 80% of all smokers live in low to middle income countries. Previous research has suggested that smoking rates vary by occupation, with relatively low rates commonly seen among educators. Despite this fact, little is known about the smoking habits of teachers in Botswana. The objective of this study, therefore, was to investigate prevalence and correlates of tobacco use among school teachers in Botswana.ResultsThe prevalence of smoking among school teachers in Botswana was found to be relatively low. Of the 1732 participants in the study, only 3.2% reported being current smokers, 5.3% were ex-smokers and 91.5% had never smoked. Smoking was more common among male teachers when compared to females, being 10.8% and 0.4%, respectively. Factors such as school level, marital status and body mass index were found to be positively associated with tobacco smoking, whereas age, length of employment and weekly working hours were not.ConclusionThis study suggests that Botswana school teachers have a low prevalence of tobacco smoking. While this result may be attributed to tobacco control measures that have been put in place, there is still need to put in place systems to monitor compliance and programs to help those who want to quit smoking. Such protocols would represent a major step forward in further reducing the prevalence of smoking in the education profession.

How Corporal Punishment Undermines aDemocratic Society: Is its Use Necessary in Botswana Schools?

This paper argues that although Botswana is crowned as a shining example of African democracy, its education system has failed to adhere to the ideals and principles of democratic education. The paper charges that the use of corporal punishment in Botswana's classrooms is not only undemocratic but also undermines and calls into question the country' s ability to promote a democratic society. What is needed is a multi-pronged approach covering more intensive research into the policy and practice of corporal punishment, training teachers on non-violent ways of disciplining children, making sure teachers have a good and sound knowledge of educational law, legal implications, law suits, litigation and the ramifications that might arise from inappropriate use of corporal punishment in the classrooms. Finally , the paper advances that since Botswana is a democracy; its education system has to strive to protect children' s individual rights as well as their civil liberties.

How Corporal Punishment Undermines a Democratic Society: Is its Use Necessary in Botswana Schools?

How Corporal Punishment Undermines a Democratic Society: Is its Use Necessary in Botswana Schools?

Implementation of the Performance Management System (PMS) in Senior Secondary Schools in Botswana: An İnvestigation of Senior Management Team’s Expected Benefits of the PMS

<p style="text-align:justify">Different forms of the performance management system have been implemented in many countries for some years. As in other countries, in 1999 the government of Botswana took a decision to implement a performance management system (PMS) across the entire public service including schools. The government explained the purpose for which this reform was being implemented. Using grounded theory, school heads, deputy school heads and heads of houses in twenty-two of the twenty-seven schools were interviewed about senior management team’s perceptions of the implementation process in senior secondary schools in Botswana. These members of the senior management team are responsible for the implementation process of the PMS in schools. This paper looks at participants’ perceptions regarding the expected benefits of the PMS in senior secondary schools.</p>

The Paradox of Teaching Citizenship Education in Botswana Primary Schools

<p style="text-align:justify">The major purpose of this study was to explore the social studies teachers’ perceptions and understandings of citizenship education in primary schools in Botswana. The study adopted a post colonial lens by using the notions of the pedagogy of imperialism and contrapuntal criticism to interrogate the teachers’ perceptions of citizenship education. The study was qualitative in nature and employed the naturalistic inquiry paradigm. Qualitative methods were used to collect data. Data were analyzed using grounded theory through the constant comparative technique. The findings of the study revealed that social studies teachers perceived teaching about Botswana as citizenship education. The paradox lies in the teachers’ view that knowledge about Botswana’s cultures, histories and politics constitutes citizenship education. Therefore, the study recommends that citizenship education be re-imagined to take into account both the local and global trends on citizenship education. Furthermore, teachers have to be cognizant of the politics of mainstream academic knowledge and work towards knowledge construction devoid of imperialist ideologies.</p>

Smartphone-Based Mobile Learning with Physician Trainees in Botswana

In recent years, mobile learning in medicine has been utilized to increase healthcare providers’ access to health information. This has improved healthcare providers’ ability to make appropriate clinical decisions at point-of-care, particularly in resource-limited settings. Mobile phones facilitate information and communication technology support for patient care and collaboration amongst providers. In this paper, the authors describe a smartphone-based mobile learning initiative with physician trainees at the University of Botswana School of Medicine, focusing on the authors’ experiences with recent scale-up efforts to remote areas of Botswana. The authors also explore the potential impact of mobile learning in developing health capacity.

The Challenges of Teaching and Learning English Literature in L2 Context: The Case of Junior Secondary Schools in Botswana

Various Botswana policy documents (Republic of Botswana, 1977, 1994, 2002) and Vision 2016 (1997) have advocated for an enlightened and wellinformed society and the provision of a ten-year basic education as a fundamental human right of her citizens. It is against this background that this paper discusses the importance of English Literature in the Junior Secondary School (JSS) curriculum and examines the challenges faced by teachers and students in the teaching/learning process that can hamper the achievement of the country’s educational and social goals. Two Form One classes were chosen in two schools in Gaborone, the capital of Botswana, for this study. The 35 students in each of the two classes (totaling 70 students) and their 2 teachers were used in the study by adopting simple qualitative and quantitative descriptions. The study showed that the major difficulties faced by the teachers include lack of interest/enthusiasm for learning the subject by the students, as well as their lack of basic background in English, among others. Other problems on the part of the students include difficulty in understanding and difficult vocabulary/language in texts. As a result, pertinent recommendations were made for improved teacher practices and strategies.

Teaching Traditional Values in the Social Studies Classroom through Storytelling

This paper examined the use of storytelling in the effective teaching of traditional values at a junior secondary school in Botswana. The national values of Botswana were briefly presented and specifically linked with an aspect of hard work in producing the effective citizen. The story of a lazy student was used to elicit questions and answers from a Form One social studies class. An analysis of the students’ qualitative responses indicated progressive low to high order responses. This is interpreted to mean that storytelling is a powerful tool in the teaching-learning process. A number of conclusions were made which included: the enhancement of learning through storytelling; the use storytelling to elicit high order thinking; and the use of small groups for the acquisition of knowledge and decision making. Based on the findings and conclusions, it was recommended that teachers should adapt their methods of teaching to specific teaching/learning situation; that storytelling should be emphasized as a technique of teaching in the syllabus or the curriculum; and the need to encourage further research on the power or efficacy of storytelling in the teaching-learning situation. Keywords: Values, Storytelling, teaching, learning, efficacy, social studies, Botswana

Approaches to Composition Writing: The Case of Junior Secondary Schools in Botswana

This investigation aims at identifying the approaches teachers in junior secondary schools utilize in the teaching of English composition writing and assesses how far the approaches impact students’ development of effective writing skills. It also discusses the challenges/advantages posed by the use of such approaches in writing pedagogy. The study utilizes the qualitative technique through interviews, observations, literature reviews, examination of documents and students’ artifacts. Based on the methodologies employed, the major findings are that teachers mainly used the product oriented approach to teaching composition writing. As a result of the approach, the teachers were confronted with students’ inability to write in any meaningful way as a result of surface level errors, lack of ideas/vocabulary, lack of organization skills and students’ inability to compose effectively among other problems. On the part of students, they were found to have poor writing skills reflected in their inability to compose, lack of ideas and vocabulary and general apathy to composition writing which is a disadvantage if students are to become effective communicators in an increasingly globalized world. Key Words: Product writing, process writing, reading/writing connection, modeling.

Use of Mobile Learning by Resident Physicians in Botswana

With the growth of mobile health in recent years, learning through the use of mobile devices (mobile learning [mLearning]) has gained recognition as a potential method for increasing healthcare providers' access to medical information and resources in resource-limited settings. In partnership with the University of Botswana School of Medicine (SOM), we have been exploring the role of smartphone-based mLearning with resident (physicians in specialty training) education. The SOM, which admitted its first class of medical students and residents in 2009, is committed to providing high-level on-site educational resources for resident physicians, even when practicing in remote locations. Seven residents were trained to use an Android-based myTouch 3G smartphone equipped with data-enabled subscriber identity module (SIM) cards and built-in camera. Phones contained locally loaded point-of-care and drug information applications, a telemedicine application that allows for the submission of cases to local mentors, and e-mail/Web access. Surveys were administered at 4 weeks and 8 weeks following distribution of phones. We found that smartphones loaded with point-of-care tools are effectively utilized by resident physicians in resource-limited settings, both for accessing point-of-care medical information at the bedside and engaging in self-directed learning at home.

The Nature, Extent and Causes of Abuse of Children with Disabilities in Schools in Botswana

Studies show that the exact number of children with disabilities in Botswana is unknown. A study on child abuse sought to determine: the forms of child abuse perpetrated on children with disabilities; the extent of child abuse; and the causes of child abuse of children with disabilities. A questionnaire on child abuse was adapted and used to collect data in this study. Participants comprised a sample of 31 pupils with disabilities (15 children with vision impairment and 16 children with hearing impairment) selected from special schools in Botswana. The study found that the majority of participants were involved in doing domestic chores. They were also sexually, physically and emotionally abused by their teachers. This study showed that children with disabilities were vulnerable to child abuse in their schools.

Development of Emergency Medicine in Botswana

Botswana is a southern African country, which faces similar burden of disease and resource constraints to it’s Southern African neighbours. Outline of major causes of morbidity and mortality and current status of emergency medical care provision in Botswana. The development of post-graduate Specialty training in Emergency Medicine in Botswana can serve as a model and/or useful reference for other Emergency Medicine programmes within Africa. Challenges and limitations of the Botswana Health System as relevant to Emergency Medicine training are relevant to other African countries facing similar constraints. Other recent developments in Emergency Medicine in Botswana may serve as benchmarks for other African countries where Emergency Medicine is in the early stages of development. Botswana faces a high burden of disease requiring emergency care, including infective complications of HIV, road traffic trauma and atherosclerotic disease. Currently emergency care is provided by health professionals with little formal training in emergency care, many of whom are expatriates. In January 2011, the University of Botswana School of Medicine introduced a Master of Medicine programme in Emergency Medicine [M Med(EM)]. The first cohort of four Emergency Medicine residents commenced the M Med (EM) programme in January 2011, with a forecasted annual intake of 4–6 residents. Emergency Medicine has recently been recognized as a specialty by the Botswana Health Professions Council. Other initiatives at various stages of development include: establishment of the Botswana Society for Emergency Care; development of the University of Botswana Trauma Research Centre; and creation of the University of Botswana Resuscitation Training Centre. However, significant issues in the health system must be addressed in order to ensure that the training of emergency physicians is translated into better outcomes for patients. Le Botswana est actuellement confronté à un lourd fardeau en termes de maladies nécessitant des soins d’urgence, notamment les complications infectieuses du VIH, les traumatismes liés aux accidents de la route et l’athérosclérose. Actuellement les soins d’urgence sont fournis par des professionnels de la santé disposant d’une formation en soins d’urgence limitée, bon nombre d’entre eux étant des expatriés. En janvier 2011, l’École de médicine de l’Université du Botswana a intégré un programme de Master de médecine en médecine d’urgence [M Med(EM)]. Les quatre premiers internes en médecine d’urgence ont commencé le programme M Med (EM) en janvier 2011, les prévisions d’inscription annuelle étant de quatre à six internes. La médecine d’urgence a récemment été reconnue comme une spécialité par le Botswana Health Professions Council. D’autres initiatives à différents stades de développement incluent: l’établissement de la Botswana Society for Emergency Care; le développement du Centre de recherche en traumatologie de l’Université du Botswana et la création du Centre de formation en réanimation de l’Université du Botswana. Cependant, les problèmes considérables affectant le système de santé doivent être réglés afin de s’assurer que la formation des médecins urgentistes se traduit par de meilleurs résultats pour les patients.

Senior Secondary School Childrens Understanding Of Plant Nutrition

The purpose of this study was to assess childrens understanding of plant nutrition. The research was done on a sample of secondary school pupils in the age range of 16 to 19 years in two senior secondary schools in Botswana. The sample contained 137 senior secondary pupils all in their final year of study. These children were above average ability. The children were given a test on plant nutrition composed of two parts namely forced and free responses which were based on the Botswana senior secondary school biology syllabus.After the administration of the test to the pupils, interviews were conducted to give children the opportunity to explain their answers. The majority of children experienced little difficulty in providing accepted ideas about plant nutrition. However, analysis of childrens responses showed that mistakes were often made in the process of where plants make food rather than in the process of how plants make food. In conclusion, suggestions and recommendations were made with the hope that they would help teachers teach plant nutrition in a meaningful way.