Research articles (Dept of Educational Foundations)
http://hdl.handle.net/10311/50
2024-03-29T11:14:11ZThe theoretical analysis of ethical leadership lapses: a disturbing concern about school leadership in Botswana
http://hdl.handle.net/10311/2459
The theoretical analysis of ethical leadership lapses: a disturbing concern about school leadership in Botswana
Pansiri, Nkobi Owen; Ugwu, Chikezie Ignatius; Maundeni, Wazha Bickie
A school is the only place with a formal and legitimate mandate of duty of care for the learner. Schools are expected to be nurturing environments free of abuse, exploitation, violence, bullying, humiliation, discrimination, harassment, negligence, cultural stereotypes, emotional distress, socio-economic marginalisation and moral prejudices. Some concerns about governance and ethical leadership in schools are therefore inevitable. Drawing from the Eurocentric and Afrocentric theoretical perspectives, this article discusses lapses of ethical leadership practices in Botswana with a deliberate focus on school leadership systems. Secondary data is drawn from the media and government reported cases on the growing systemic social decadence. It is argued that unethical conduct in the education system in the country is heightened by lack of an Africanized ethical code of conduct for educators and double dipping by the public officers. The article recommends an indigenized research approach on ethical leadership and governance.
2021-08-01T00:00:00ZInfluence of Information and Communication Technology policy on the integration of computer awareness in Botswana junior secondary school curriculum
http://hdl.handle.net/10311/1968
Influence of Information and Communication Technology policy on the integration of computer awareness in Botswana junior secondary school curriculum
Kgwefane, Tshepo Andrew
The socio-economic transformation prompted by globalization and associated Information and Communication Technologies are cross-cutting and have inevitably found their way into the provision and delivery of educational services. Globally, countries use national ICT policies to promote and manage the complex process of integrating ICT in education. In 2007, Botswana launched the national ICT policy to facilitate effective use of ICT across Government sectors and transform the country‟s economy from mineral-led into knowledge-based one. Thuto Net is an important component of the national ICT policy aimed at equipping learners with relevant ICT skills and competencies required in the work place and for self-employment. This study investigated the influence of the national ICT policy on the integration of computer awareness in Botswana junior secondary schools. Specifically, it assessed the match or mismatch between the ICT policy intentions and practical outcomes. The study revealed the following: inadequate teacher preparation in terms of ICT integration, insufficient ICT resources, failure to integrate computer awareness into school curriculum and limited acquisition of critical ICT skills and competencies by the students.
The study used the pragmatic paradigm of the mixed methods hence combining the qualitative and quantitative approaches to generate rich data and attain a comprehensive understanding of policy impact on the integration of computer awareness across the junior secondary school curriculum in Botswana. Multiple research instruments were used to collect data including face-to-face interviews, focus group discussions, questionnaires, observations and document analysis to enhance and triangulate the results. A total of 192 questionnaires were completed. Sixty three interviews and nine focus group discussions were conducted. 10 lessons were observed. The national ICT policy and related documents were analysed. The study was conducted in six educational regions namely Central, Kgalagadi, Kgatleng, North East, Southern and South East. Junior secondary schools were the main unit of analysis. Data was collected in twelve junior secondary schools, one secondary college of education, Botswana Examinations Council and Curriculum Development and Evaluation. A concurrent multilevel sampling strategy combining probability and non-probability sampling techniques was used to compare between different groups at various levels.
The findings indicate that integrating ICT in junior secondary schools is faced with multiple intertwined challenges. There are mismatches between policy intentions and practical outcomes. The ICT infrastructure that is provided is inadequate to support effective ICT integration into the school curriculum. Key policy implementers are not conversant with the national ICT policy. Teacher preparation for ICT integration is inadequate. The ICT curriculum is inconsistently implemented making it unlikely that learners receive adequate ICT skills required in the work place. The national ICT policy is inadequate to facilitate effective integration of technology in the education system in the country. The study proposed a framework to facilitate effective implementation of ICT in education.
A dissertation submitted to the Department of Educational Technology, Faculty of Education, University of Botswana in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Technology. Citation: Kgwefane, T.A. (2018) Influence of Information and Communication Technology policy on the integration of computer awareness in Botswana junior secondary school curriculum, University of Botswana.
2018-06-01T00:00:00ZTrends in graduate studies: lessons for African new and emerging universities
http://hdl.handle.net/10311/1237
Trends in graduate studies: lessons for African new and emerging universities
Nenty, H.J.
Creating knowledge is the most fundamental role of a university. All other roles like preserving, disseminating (through teaching and publications), and applying knowledge for community services, depend on this function. The creation of utilizable knowledge is the main concern of graduate studies. While several in these functions and in the administration of graduate studies have been instigated by changes in students’ demographics and attitudes, and by economics, social and technological changes and demands, almost all new trends in graduate studies are directly or indirectly technology-driven. Therefore in the struggle to emerge or establish their visibility, institutions with an internalised research culture and access to enhance effectiveness at achieving their traditional institutional functions of research and publication, teaching, and providing services to the community, as well in institutional administration
2004-07-01T00:00:00ZEthics education adherence by teacher trainees during teaching practice: a Botswana perspective
http://hdl.handle.net/10311/1235
Ethics education adherence by teacher trainees during teaching practice: a Botswana perspective
Moswela, B.; Gobagoba, M.
This paper presents the results of a survey conducted to find out the extent to which teacher trainees understand and observe professional ethics. It also sought the contribution of the Faculty of Education and secondary schools make in promoting teacher ethics among trainees on teaching practice. Data were gathered from randomly chosen 90 participants as follows: 70 teacher trainees on teaching practice at schools, 10 school teaching practice coordinators and 10 lectures in the Faculty of Education at the University of Botswana. A predominantly qualitative based empirical approach to data gathering that used an open-ended questionnaire was used. The results show that teacher trainees have a fair understanding of what teacher ethics and teacher professionalism entail. However, this knowledge does not translate into practice. Still teacher trainees indulge in love affairs with their students, which the study reveals. Such teacher behaviour undermines the academic performance of students particularly the girls as they are the most affected by such relations. Male teachers have been reported to be the ones who make advances towards girls more than female teachers to the boys on sexuality matters. Such behaviour by teacher trainees, as the survey suggests, has likely been partly influenced by the absence of an enacted code of ethics that teachers can relate to in their practice which has partly contributed to some teachers to flout professional conduct with impunity. The paper ends by recommending that a code of ethics for teachers is very necessary in order to raise the image of teaching as a vocation and that ethics education should be mandatory to all students of education at the teacher training institutions in Botswana.
2014-04-10T00:00:00Z