One of the major problems faced by speakers of English as a second language (ESL) or non-native speakers of English (NNS) is that when they go to college or university, they find themselves without sufficient academic literacy skills to enable them to navigate their learning successfully, such as the ability to summarize textual material. This thesis examines the summarizing strategies used by ESL first year science students at the University of Botswana. Using multiple data collection methods, otherwise known as triangulation or pluralistic research, which is a combination of quantitative and qualitative methods, one hundred and twenty randomly sampled students completed questionnaires and summarized a scientific text. In order to observe the students more closely, nine students (3 high-, 3 average- and 3 low-proficiency) were purposively selected from the sample and wrote a further summary. The nine students were later interviewed in order to find out from them the kinds of strategies they had used in summarizing the texts. To obtain systematic data, the summaries and the taped interview were coded and analyzed using a hybrid scoring classification previously used by other researchers. The results from the Likert type of questionnaire suggest that the ESL first year science students are 'aware' of the appropriate reading, production and self-assessment strategies to use when summarizing. However, when the data from the questionnaire were cross-checked against the strategies they had used in the actual summarization of the text, most of their claims, especially those of the low-proficiency students, were not sustained. As a whole, the results show that high-proficiency students produce more accurate idea units and are more capable of generalizing ideas than low-proficiency students who prefer to "cut and paste" ideas. There are also significant differences between high- and low proficiency students in the manner in which they decode the text: low-proficiency students produce more distortions in their summaries than high-proficiency students who generally give accurate information. Similarly, high-proficiency students are able to sort out global ideas from a labyrinth of localized ideas, unlike average- and low-proficiency students who include trivial information. The same trend is observed with paraphrasing and sentence combinations: high-proficiency students are generally able to recast and coordinate their ideas, unlike low-proficiency students who produce run-on ideas. In terms of the discrete cognitive and meta-cognitive skills preferred by students, low proficiency students are noticeably unable to exploit pre-summarizing cognitive strategies such as discriminating, selecting, note-making, grouping, inferring meanings of new words and using synonyms to convey the intended meanings. There are also greater differences between high- and low-proficiency students when it comes to the use of meta-cognitive strategies. Unlike high-proficiency students who use their reservoir of meta-cognitive skills such as self-judgment, low-proficiency students ostensibly find it difficult to direct their summaries to the demands of the task and are unable to check the accuracy of their summaries. The findings also show that some of the high-proficiency students and many average- and low-proficiency students distort idea units, find it difficult to use their own words and cannot distinguish between main and supporting details. This resulted in the production of circuitous summaries that often failed to capture the gist of the argument. The way the students processed the main ideas also reveals an inherent weakness: most students of different proficiency levels were unable to combine ideas from different paragraphs to produce a coherent text. Not surprising, then, there were too many long summaries produced by both high- and low-proficiency students. To tackle some of the problems related to summarization, pre-reading strategies can be taught, which activate relevant prior knowledge, so that the learning of new knowledge can be facilitated. During the reading process students can become more meta-cognitively aware by monitoring their level of understanding of the text by using, for example, the strategy suggested by Schraw (1998) of "stop, read and think". Text analysis can also be used to help the students identify the main themes or macro-propositions in a text, and hence gain a more global perspective of the content, which is important for selecting the main ideas in a text. A particularly useful approach to fostering a deeper understanding of content is to use a form of reciprocal or peer-mediated teaching, in which students in pairs can articulate to each other their understanding of the main ideas expressed in the text. As part of the solution to the problems faced by students when processing information, we need to take Sewlall's (2000: 170) advice that there should be "a paradigm shift in the learning philosophy from content-based to an emphasis on the acquisition of skills". In this regard, both content and ESL teachers need to train their students in the explicit use of summarizing strategies, and to plan interwoven lessons and learning activities that develop the learners' intellectual ways of dealing with different learning problems so that they can make learning quicker, easier, more effective and exciting.

The purpose of this research was to investigate the relationship between Education Acts and learner dropout at public schools within the South-Central education region of Botswana. Policy-related dropout Theories of Social Class and the hidden curriculum of work, as well as the Inclusive Education Policy were selected as suitable framework-settings for investigating the research problem. A comprehensive review of the literature revealed that the strategies used to implement the Basic Education Act, the Examinations Act, and Policies on Inclusive Education in Botswana diverge from their set stipulations and the current international trends in this regard. The research design used was a mixed-methods approach. Mixed paradigms of the positivists’ and the constructivists’ beliefs were used to conduct a concurrent empirical investigation. The reliability coefficient of the questionnaire instrument (non-demographic variables 1-26) was .985 (close to 1). All the measuring tools were pilot-tested. The sampling technique was stratified for the questionnaire, and was comprehensive for the qualitative instruments. Ethical issues were observed during the course of the study. The scores on the questionnaire showed that 68% of the 75 teacher respondents perceived that the improper implementation of the above-named Acts contributed to learner drop-out. The content analysis transcripts further indicated that 66% of the 28 interviewees linked learner drop-out to the improper implementation of the Acts. Additionally, 84% of the Biology teachers linked the teaching strategies being used to policy decisions. The interpretation of this study has to take note of the limitation discussed in the report. The conclusion drawn from the foregoing research findings is that the teaching-learning process in the public schools is defective in relation to its relevance to the learners, and the education goal. The study therefore recommended dropout tracking strategies by means of a greater synchrony between all the departments of the Ministry of Education Skills and Development (MOESD) as well as further comprehensive research to improve education practice towards curbing learner dropout. / Educational Studies / D. Ed. (Comparative Education)

The provision of psychological services is vital considering the complex nature of psychosocial issues facing people today. Nevertheless, the provision and utilization of psychological services has not been given due recognition in most African countries, including Botswana. Botswana is one of the countries faced by the challenges of the HIV/AIDS pandemic and other mental health problems, as well as poverty and unemployment. To date statistics on the magnitude of the HIV/AIDS epidemic in Botswana, published annually by the National AIDS Coordinating Agency (NACA) reflect an increased rate of mental illness and psychosocial problems. Considering the complex nature of issues that impact negatively on people in Botswana, there is a need for awareness and the provision of psychological services in the primary health care system. There is little research on the place of psychology and psychological services in Botswana. The availability of such information is crucial for the planning of effective community-based psychological services. The present study employed a quantitative research method to explore and describe awareness and attitudes towards psychological services and referral practices in relation to psychological problems, of health care providers in Botswana. The participants in the study were chosen, based on a non-probability, purposive sampling method. The sample consisted of ninety-six persons and constituted medical doctors, nurses, psychiatrists, psychiatric nurses and clinical social workers from governmental and non-governmental institutions from Gaborone and Francistown in Botswana. Data were analyzed by means of descriptive statistics in order to identify the mean, ranges and standard deviations. Frequency counts and percentages of the participants’ responses were computed. The results of the study revealed an awareness of available psychological services, positive attitudes towards psychology and psychological services and a reasonable percentage of referrals to psychological services. The results also revealed that available psychological services were limited and not easily accessible to patients. There was also an indication of a shortage of trained professionals to offer psychological services in health care centres, which resulted in psychological problems being referred to social workers.

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Quantitative, descriptive research, using self-completion questionnaires, was conducted to determine the level of HIV/AIDS knowledge of the learners in Sefhare. The sample, comprising 92 learners, was selected from forms 1-3. Of the learners, 53.4% knew what HIV/AIDS stand for, but only 13.6% said AIDS is caused by HIV and only 4.5% said AIDS is an incurable disease. The ABC of protecting oneself against HIV (abstain from sex, be faithful to one sex partner, use condoms) was mentioned by merely 57.6% of the learners. The learners’ lack of knowledge should be addressed by school HIV/AIDS programmes offered at schools in Botswana. As 81.5% of the learners were willing to be tested for HIV, this service should be made available with simultaneous confidential personal HIV/AIDS education, irrespective of the HIV test results. Teachers’ and parents’ HIV/AIDS knowledge should also be updated regularly. / Health Studies / M.A. (Public Health)

This dissertation was carried out to try to understand the role of social capital in the migration of Zimbabwean migrants to Botswana. It describes elements and types of social capital Zimbabwean undocumented migrants used to come to Botswana. Questionnaires and in-depth interviews were used to obtain data from respondents. Though the influence of macro factors initially pushed migrants to migrate, there was evidence of the existence of social networks. Findings showed the use of social networks by Zimbabwean undocumented migrants. Though kinship networks were dominant in the initial migration stages there was a wane in the destination as migrants reverted to friendship networks for flexibility. Linking existed at both the place of origin and destination. Social control, channelling and negative social capital were discovered among migrants. Migrants developed mechanisms to counter the Botswana’s enforcement policy. / Sociology

Quantitative, descriptive research, using self-completion questionnaires, was conducted to determine the level of HIV/AIDS knowledge of the learners in Sefhare. The sample, comprising 92 learners, was selected from forms 1-3. Of the learners, 53.4% knew what HIV/AIDS stand for, but only 13.6% said AIDS is caused by HIV and only 4.5% said AIDS is an incurable disease. The ABC of protecting oneself against HIV (abstain from sex, be faithful to one sex partner, use condoms) was mentioned by merely 57.6% of the learners. The learners’ lack of knowledge should be addressed by school HIV/AIDS programmes offered at schools in Botswana. As 81.5% of the learners were willing to be tested for HIV, this service should be made available with simultaneous confidential personal HIV/AIDS education, irrespective of the HIV test results. Teachers’ and parents’ HIV/AIDS knowledge should also be updated regularly. / Health Studies / M.A. (Public Health)

This dissertation was carried out to try to understand the role of social capital in the migration of Zimbabwean migrants to Botswana. It describes elements and types of social capital Zimbabwean undocumented migrants used to come to Botswana. Questionnaires and in-depth interviews were used to obtain data from respondents. Though the influence of macro factors initially pushed migrants to migrate, there was evidence of the existence of social networks. Findings showed the use of social networks by Zimbabwean undocumented migrants. Though kinship networks were dominant in the initial migration stages there was a wane in the destination as migrants reverted to friendship networks for flexibility. Linking existed at both the place of origin and destination. Social control, channelling and negative social capital were discovered among migrants. Migrants developed mechanisms to counter the Botswana’s enforcement policy. / Sociology

The objective of this thesis is to examine the need for people and communities to develop liquid assets through a savings programme and to work productively with these savings. It had to be taken into consideration that at least some members of the population could be considered non-monetary in their orientation. In order to achieve this objective a participatory and culturally sensitive micro-finance programme was designed through an Action Research methodology. By combining mainly quantitative baseline information, detailed and more qualitative work with some of the participants and routine output from the programme activities, the study aimed to arrive at concrete conclusions concerning the way a micro-finance programme has worked in San conununities and make recommendations regarding its future. lt was found that the programme has made at least some of the participants more conversant with the handling of cash and also contributed to increased self-respect. Developing liquid assets was most difficult for the poorest participants and the majority of these poorest are women. The San people are the poorest; even among other marginal rural minorities and should receive special assistance. The programme was moderately successful in helping participants to save towards larger needs and to even out income flows. It could not be established whether the programme could make a contribution to the development of long~term assets. Initiatives to establish microenterprises with the capital met with only limited success. The programme was not successful in establishing a savings programme as an alternative to cattle farming and should rather be seen as a complementary strategy for increasing household assets. It was found that the emphasis on savings mobilisation, rather than the creation of debt through credit was valid. Increased incomes will lead to increased indebtedness. A higher influx of cash in a San community is likely to be unevenly spread and is also likely to increase the gap between the wealthier and poorer community members. It was concluded that projects that meet basic and immediate needs such as food, shelter and housing, should be integrated with programmes that address larger needs such as loss of culture and land. A process of empowerment cannot be supported when rural poverty is not addressed. / Development Studies / D.Litt. et Phil. (Development Administration)

A non-experimental, explorative, descriptive, quantitative study was undertaken. The purpose was to explore and describe the views of preceptors and preceptees regarding the fulfillment of the role of the preceptor in selected clinical nursing practice settings in the Botswana context. The study included 72 preceptors and 200 nursing students/preceptees who voluntarily agreed to participate in the study. A questionnaire was used to collect data. Data was analysed by using descriptive and inferential statistics. The findings of this study indicated that there were numerous constraints that interfered with the preceptor role in accompaniment of the preceptee. These constraints included the lack of desirable characteristics and time to plan learning opportunities, inadequate use of teaching strategies and inadequate knowledge on preceptee evaluation. Recommendations were stated for improvements in the future role of the preceptor in clinical practice settings Limitations of this study were also highlighted. / Health Studies / M.A.(Health studies)