Adult Educationhttp://hdl.handle.net/10311/1142024-03-29T05:10:19Z2024-03-29T05:10:19ZSocio-cultural trends in Women's Founders Training, mentorship, transition and transformation with a special focus on BotswanaRaditloaneng, W.N.http://hdl.handle.net/10311/12322016-08-13T00:00:41Z2012-12-01T00:00:00ZSocio-cultural trends in Women's Founders Training, mentorship, transition and transformation with a special focus on Botswana
Raditloaneng, W.N.
Botswana women have historically played very crucial roles in the Non-Governmental Organizations (NGOs) as great partners and gap fillers in national development. Among the most important aspects of founding NGOs organization is the need to train, mentor and transform, and transit from the organization with no doubt about its autonomy and sustainability.
This article is informed by a Based on a workshop methodology with a total of twenty women from the USA and Botswana women assembled under the auspices of the Women’s Affairs Department and have occasional meetings since 2008. A key finding from studying the Women’s Founders Collective is that women are socio-culturally groomed to participate in unpaid NGO work even if they have been trained, mentored and make an impact enough to transform organizations and communities they serve.
With the advent of the cash economy, the trends of women as key actors in NGOs have changed to include men especially in instances where there are some financial rewards. Regardless of whether key actors are men or female, the need for intensive training, mentorship, transition and transformation can not be overemphasized. This is the gist of the journal article, using women as a point of contact.
2012-12-01T00:00:00ZA critique of centralized curricula in literacy programs: the case of BotswanaMaruatona, T.L.http://hdl.handle.net/10311/11672016-08-13T00:08:24Z2002-05-01T00:00:00ZA critique of centralized curricula in literacy programs: the case of Botswana
Maruatona, T.L.
In Botswana a centralized curriculum is characteristic of many government-sponsored literacy programs. It denotes concentration of decision-making authority at the top of the organizational hierarchy. Adult literacy, like other forms of education, has tendered to facilitate political control by the social and economic elite (Foley, 1999). The curriculum thus tends to represent the perspectives of the politically powerful, reflecting what Freire (1990) branded “Banking education.” Such an approach leads to teachers having a minimal influence on curriculum contents, choice of literacy text-books, and language (Apple,1993, Maruatona, 1994).
2002-05-01T00:00:00ZGender perceptions of the Botswana Literacy Programme among the minorities in the Chobe DistrictMaruatona, T.L.http://hdl.handle.net/10311/11522016-08-13T00:10:33Z1998-01-01T00:00:00ZGender perceptions of the Botswana Literacy Programme among the minorities in the Chobe District
Maruatona, T.L.
This paper discusses a gender analysis of the perceptions of the Basubiya in North Western Botswana towards participation and utilization of the Botswana National Literacy Programme (NLP). The need to determine the effects of the National Literacy Programme on the lives of the learners continues to be a major concern to adult educators, Programme administrators and adult education researchers. The paper identifies reasons for participation in the programme among the minorities form a gender perspective. It explores the effects of the programme on the lives of men and women in Chobe in terms of how they utilized the literary and practical skills to improve their lives. Finally, the study examines the teaching and learning and general problems they had as learners in the National Literacy Programme. The paper concludes that there were no significant gender differences in terms of the reasons for enrollment in the NLP. However, there were some gender differences in the division of labour which in turn influenced their use of the skills acquired in their various social roles. Consequently, the learners noted that the programme enabled them to perform their roles as men and women in Chobe more effectively.
1998-01-01T00:00:00ZAn insight into an African perspective on lifelong learning: towards promoting functional compensatory programmesLekoko, R.Modise, O.http://hdl.handle.net/10311/11182016-08-13T00:11:13Z2011-02-01T00:00:00ZAn insight into an African perspective on lifelong learning: towards promoting functional compensatory programmes
Lekoko, R.; Modise, O.
This paper argues that lifelong learning can be a torch for education that is relevant, appropriate and appreciated by many Africans if conceptualized within the African Indigenous Learning (AIL) framework. Such learning is entrenched deep in the practices, cultures and ways of knowing of many Africans. The fundamentals or the ideals of lifelong learning in AIL can be presented in three dimensions of time, space, and I/We. Woven together, these concepts present a context in which lifelong learning is defined by aspects such as learning-in-action (immediacy of application); interactive methods; and a time that is only valued in respect of events that constitute it. Generally, an understanding of lifelong learning from the western perspective hinges on the linearity, economics and individualism of learning and these concepts may not be well promoted within the framework of AIL. It is not difficult to imagine the impact of borrowed concepts of learning on Africans if applied uncritically. Africans cannot afford to be oblivious of the differences in contexts between them and the western world. Context, therefore, is central to the application of lifelong learning. The authors of this paper have a full understanding that people in different parts of Africa may view lifelong learning in different ways. Thus, the term ‘African’ is used to underscore the importance of context. The authors also note that the advantages of lifelong learning to Africa are obvious vis‐à‐vis learning as a human right and a social justice. While these ideals are helpful, Africans cannot be subservient to how lifelong learning comes packaged from the western perspectives. To illustrate some differences, some ideals of lifelong learning in the AIL are introduced through the case of an adult education compensatory programme, and a three dimensional model is proposed for applying these ideals.
2011-02-01T00:00:00Z