The current plight of biodiversity decline has led ecologists, resource managers and policy makers to search for new approaches to reverse the gloomy trend. The aims of the present study were to investigate the potential contribution of indigenous knowledge systems in wildlife management/conservation as a basis in improving community based natural resources management projects in Botswana and to asses the link between indigenous ecological principles and conventional ecological approaches in wildlife conservation. For the purpose of this research, hunting was chosen as a parameter for assessment of the indigenous conservation/management strategies. The choice was based on the knowledge that hunting, as a consumptive form of wildlife utilisation, plays a pivotal role in the long-term viability and sustainability of wildlife populations. The research approach made use of documentary data, traditional gathering, interviews involving key informants and focus groups and participant observation. The nature and purpose of the research called for snowball sampling technique which ensured purposive sampling. The greatest challenge that face indigenous knowledge systems is that they lack systematic documentation as they are only in the minds of local people and they are orally transmitted between generations. The threat towards this knowledge base is that it is often marginalised and lost in the modern times due to fragmentation and homogenisation of cultures and traditional institutions that supported it. It was through the urgent need dictated by this status quo that this research project was conceived in an attempt to document, understand and cautiously interpret the systems and practices for potential contribution to conventional natural resources management strategies. Research findings showed that communities had resource management and conservation strategies based on sound ecological principles though these were marginalised in favour of conventional inadequate conservation attempts that had no relevance to the cultures resident within the ecosystems. It is these resource use strategies together with the traditional institutions and structures which regulated them, that suggestions and recommendations made by this research calls for their revitalisation and policy, legal and institutional reforms and harmonisation to accommodate and give way to the adoption process in conventional conservation endeavours. / Thesis (M.Env.Dev.)-University of Natal, Pietermaritzburg, 1997.

Water resources management practice has undergone changes in management approaches and principles over time. It was previously characterised by what scholars refer to as the hydraulic mission where ‘extreme engineering’ was the order of the day (Allan, 2003). As Radif (1999) argues, water resources managers and policy makers were initially driven to manage and supply water to people for its direct use / these included drinking, growing food, and providing power for domestic and industrial use. This modus operandi continued until the end of the 1970s. Over two decades later, this focus is still prevalent in many countries in southern Africa including Botswana. As Swatuk and Rahm (2004) state, “augmenting supply is a continuing focus of government activity”. The National Water Master Plan (NWMP) is the current policy document guiding water resources management in Botswana and it focuses on supply-side interventions in response to increasing water demand. According to SMEC et al. (1991), the consulting company that conducted the NWMP study, “the investigation and studies... indicated the need for the continuing development of water supplies throughout Botswana over the next 30 years”. Based on these observations, government has developed significant human and technical capacity in exploiting both surface and groundwater resources (Swatuk and Rahm, 2004).

The debate on how students of different abilities should be organised and taught is probably as old as the introduction of formal schooling. It has generated a lot of debate in the past and continues to do so in the present millennium. This debate has invariably divided the world of educational research into two distinct camps. On one hand are proponents of ability grouping who claim that this grouping approach creates homogeneity which make it possible to tailor teaching to individual needs and thus raise achievement. On the other hand, are the exponents of mixed-ability grouping, who argue that ability grouping denies equality of educational opportunities to many young people, limiting their life chances and increasing social segregation. However, there is an emerging trend which posits that teachers should view students' mixed-abilities as an asset, which if properly exploited can result in effective instruction for the benefit of all students regardless of their many individual differences. This emanates from the realisation that there are different types of intelligences, and that it is not always possible for an individual student to posses all the types of intelligences. Therefore, students from diverse backgrounds, endowed with multiple intelligences, can help one another understand the content better as they will perceive the content from their diverse experiential backgrounds. This qualitative study concerned itself with investigating how mixed-ability grouping can be optimised for effective instruction at the junior secondary school level in Botswana. The study made use of literature study, focus groups, follow-up interviews and lesson observations. Major findings were that teachers are not optimising mixed-ability grouping for effective instruction. Instead, teachers have problems in teaching mixed-ability classes, with most of their teaching being teacher-centred. However, teachers can optimise mixed-ability grouping through the use of student-centred instructional strategies such as cooperative learning, small-group instruction, peer teaching and student research. Gifted students could be catered for through curriculum compaction, enrichment and extension work, while mentally challenged students could be offered remedial work. These cited teaching strategies are differential and they make use of the diverse abilities found in mixed-ability classes. / Educational Studies / D.Ed. (Didactics)

A needs assessment during 2000 guided the design of a buddy system in Botswana. Implementation of this care and support system for and by 39 HIV+ve female buddy-client pairs started in 2002. During April and November 2002, levels of disclosure, self-care, support and quality of life of buddy-client pairs and the controls (n = 38) were compared. Orem's self-care theory, Maslow's hierarchy of needs and Cohen and Syme's conceptualisation of social support formed the theoretical framework. By November 2002, clients' disclosure levels, self-care for TB, and antiretroviral therapy adherence had improved. Higher income, higher education and older age predicted higher levels of self-care for antiretroviral therapy. The social support survey reported satisfaction with types of support available in November 2002 (N = 112). Clients' scores for self-care for TB, antiretroviral therapy and social support improved more than those of controls over the study period. The personal resource questionnaire measured perceptions of support: buddies' scores increased more than those of clients. Women on antiretroviral therapy completed the adherence attitudes inventory in April and November 2002 and reported a downward trend in adherence. Findings of the quality of life (SF 36) instrument showed that during the six-month study period, physical and mental health component summary scores improved but remained low (N = 112). During 2003 Botswana's community-based buddy-support programme was adopted by four other countries in Southern Africa in an attempt to enhance the quality of life of HIV+ve women in these countries. / Health Studies / D. Litt. et Phil. (Health Studies)

This study is an evaluation of the effectiveness of the current teacher appraisal system as practised in Botswana secondary schools. The study sought to establish inter alia the relationship between the current teacher appraisal and the day to day duties of teachers, the extent to which it leads to improvements in the teaching and students' learning process, how it addresses the staff development needs of the teachers, and whether the mechanisms and procedures for the management and implementation of the appraisal system in the schools is adequate. Teacher appraisal was defined as a process of staff development aimed at the professional development of the teacher through collegial interaction in order to enhance the quality of teaching and students' learning. Other strategies to achieve the effectiveness were also discussed in the thesis. Chapter One of the thesis provided the orientation of the study, while Chapter Two looked at the international literature on appraisal, including two case studies on the introduction of teacher appraisal in Great Britain and the United States of America. Chapter Three provided the contextual literature for the study. Chapter Four provided the research design of the study. Chapter Five discussed and analysed the research findings and Chapter Six presented the summary, conclusions and recommendations of the study. A survey questionnaire based on a five items Likert Scale and a semi-structured interview were used to collect data. The study was carried out in the Southern Region of Botswana in the Lobatse and Kanye Clusters of secondary schools. From both the literature reviews and the empirical research findings, it became clear that:  Teacher appraisal is a process and not an event;  The clarity of the purpose of the appraisal process is fundamental to its effectiveness;  The training of both the appraisees and appraisers on the appraisal process is crucial to its effectiveness;  Feedback is a sine qua non for the appraisal process to be effective. / Teacher Education / D.Ed. (Education Management)

The study aimed to explore and describe the factors influencing disclosure of Human Immunodeficiency Virus (HIV) status to sexual partners by people infected with HIV in Botswana, by undertaking an exploratory and descriptive qualitative study. Data was collected through in-depth interviews with people infected with HIV who had disclosed their HIV status to their partners. The major findings of the study confirmed disclosure as a multi-stage process. People infected with HIV experienced mainly positive and some negative outcomes following disclosure. Disclosure was associated with the discloser’s motivations, personal and cultural beliefs, risk-benefit assessment, individual circumstances (context), previous experiences, and perceived degree of control over private information. The communication privacy management (CPM) theory helped explain the findings. The key factor influencing disclosure was protecting others. Non-disclosers had also seriously considered disclosing to partners. / Health Studies / M.P.H

Instructional media is expensive yet it may be underutilized. This study explored the perceptions of tertiary educators in Botswana on the role of instructional media in tertiary students’ conceptualization of intended learning outcomes. Quantitative research was used to a greater extent and the qualitative to a lesser extent. The study is a survey in which a questionnaire with twenty-two (22) items was used as a data collection instrument. An initial total of 300 copies of the questionnaire were sent to a sample of 30 tertiary institutions in Botswana. A total of 183 questionnaires were returned, thus 61% return rate. A number of findings emanated from this study, and it was concluded that instructional media enhances tertiary students’ conceptualization of intended learning outcomes. There was a correlation between instructional media utilization and students’ conceptualization of intended learning outcomes. Respondents also reported that instructional media aroused interest in learning and enhanced effective teaching and learning during the teaching and learning process; and that instructional media improved learning, thereby improving academic achievement of the learners, up to estimated 50% or better than students who were taught using the traditional ways. It was also found out that computers and their accessories were frequently used as well as a combination of instructional media. Another finding was that the same media were frequently used because of lack of resources and that they were the only instructional media available in the institutions. The study further concluded that, the amount used to purchase and maintain instructional media at departmental, faculty and or institutional level was seen to be put to good use. The study recommends that: instructional media be one of the main components of teaching and learning process in tertiary institution; a policy to be formulated on financing; use and management of instructional media; training of tertiary educators on different types of instructional media to be made a priority; otherwise purchased instructional media may end up as white elephants in schools. / Educational Leadership and Management / D. Ed. (Education Management)

The thesis focuses on ‘green’ sample preparation techniques that utilise minimal or no organic solvents thereby producing negligible volumes of organic waste, to ensure safety both to user and the environment. Volatile compounds were extracted and pre-concentrated from Kgalagadi desert truffles (kalaharituber) by headspace solid phase microextraction (HSSPME) and supercritical fluid extraction (SFE). PHWE was employed for the extraction of amino acids and fatty acids. Subsequent analysis of volatile compounds was carried out by gas chromatography coupled with mass spectrometry. Four types of HS-SPME fibers (PDMS 100 μm, PDMS 7 μm, Polyacrylate 85 μm, CAR/DVB/PDMS 50/30 μm) were evaluated. A total of 24 volatile compounds with a molecular weight range from 110 to 354, the most prominent peak being 2-t-Butyl-2,3-dimethyl-3-buten-1-ol (C₁₀H₂₀O, MW 156) were detected after sampling with a PDMS 100 μm fiber. Less volatile compounds were detected after SFE with CO2. A total of 16 amino acids were identified while 17 fatty acids (MW from 132.12 to 367.49) were also identified. The characteristic profile of the Kgalagadi desert truffle was found to contain mainly fatty acid methyl esters and unsaturated aliphatic hydrocarbons. The most prominent compound peaks identified were; 2-t-butyl-2,3-dimethyl- 3-buten-1-ol, disulfide, ethyl benzoic acid 2-4-dhydroxy-3,6-dimethyl-methyl ester, 8,11- octadecanoic acid methyl ester, benzoic acid, 2,4-dihydroxy-3,6-dimethyl-methyl ester, isoquinoline, 1 butyl-3,4-dihydro and 3-heptanone, 6 methyl. Optimization results indicated that fresh slices from the heart of truffles were the best to use for HS-SPME-GCMS volatile compound analysis as they showed a higher sensitivity

Please read the abstract in the section 00front of this document / Thesis (DPhil)--University of Pretoria, 2008. / School of Public Management and Administration (SPMA) / unrestricted

Introduction The main aim of the study was to explore the technical capacity of members of the 12 Sector Human Resource Development committees of the Human Resource Development Council in the management of evidence-based policymaking in the course of implementing the national and sector-specific Human Resource Development plans for all matters of national human resource development. The study set out to contribute to the urgency and growing importance of research evidence as the basis for making informed policy and practical decisions across the world. There is a significant research gap in understanding how members of the Human Resource Development committees, as policymakers in the context of this study, use research-based evidence in the course of developing Human Resource Development plans. There is limited understanding of the factors that may induce or constrain members of the committees to use research-based evidence in implementing the national and sector-specific Human Resource Development plans. Methodology The study adopted an exploratory, sequential, inductive mixed methods approach in addition to the deductive use of the Canadian Institutes of Health Research (CIHR) knowledge-to-action framework. The target participants for the study were the members of the 12 Sector Human Resource Development committees of the Human Resource Development Council who were asked to complete a questionnaire. The questionnaire elicited respondents’ perceptions about their capacity to adapt knowledge generated; identify inhibiting/ facilitating factors; assess and approve research evidence and sustainable use of research evidence. Qualitative data was collected through conducting interviews with the chairpersons of the committees. The scope of the in-depth interview questions covered respondents’ perceptions on the same key areas as in the questionnaire. This was to allow respondents to express their feelings during the in-depth discussions without any limitations. Findings The insights based on the perceptions of chairpersons and members of the committees in this current study have revealed the areas for possible improvement in managing evidence-based policies in the context of Botswana. Issues that emerged with respect to the perceptions of respondents to adaptation of research evidence included packaging and presenting research evidence; lengthy reports and use of complex language; lack of understanding of the policymaking context by researchers, and inversely, policymakers not understanding the research process; lack of collaboration and engagement between researchers and policymakers; and lack of implementation plans. Issues that related to the perceptions of respondents on factors that may inhibit or facilitate the use of research evidence entailed positive attitude towards evidence-based policies; development of policy briefs; difficulty in accessing research articles, databases and journals; building policymakers’ ability to search for relevant research evidence; insufficient time to read and evaluate research articles; lack of organisational support; and authority and decision-making power. Concerning respondents’ perceptions on assessing and approving research evidence, issues raised covered skills in interpreting the research evidence; policymakers being generalists; lack of appraisal criteria and guidelines; and training on appraising research evidence being more theoretical than practical. As for the strategic interventions suggested to sustain evidence-based policies, respondents highlighted the need for skills development for both researchers and policymakers; participation of policymakers in the research process; and provision of incentive schemes. Conclusions In conclusion, the findings of the current study show that all the sub-constructs of adaptation of research evidence, factors inhibiting or facilitating the use of research evidence, and assessing and approving the quality of research evidence are significantly and positively related to research evidence informing policy and practice. Overall, the insights emerging from this current study provide conceptual tools to use research evidence to inform policy and practice. The study sought to complement and advance the literature on the field of evidence-based policy management, essentially contributing to the research-policy interface in Botswana context. Botswana, as an emerging economy, is still grappling with understanding the dynamics of evidence-based policy management. There is still a need to initiate, develop and sustain evidence-based policy management through strategic interventions. The insights gained from the current study can be used as a basis for future research. / Educational Management and Leadership / Ph. D. (Educational Leadership and Management)