The purpose of this study secondary schools and industries in Botswana support the inculcation and development of entrepreneurial attributes. Concurrently, it investigated consonance between the attributes fostered in senior secondary schools and those required by Botswana's manufacturing industries. Hence, it investigated images, perceptions and attitudes among students and teachers in senior secondary schools and industrialists towards entrepreneurial skills and attributes. It also investigated levels of social acceptance for entrepreneurial attributes, teaching/learning approaches in schools, classroom and industrial dynamism and the utility potential of entrepreneurial skills and attributes as perceived by students, teachers and industrialists. The research design used was the investigative descriptive survey targeting students and teachers in senior secondary schools and industrialists in Botswana's manufacturing sector. A questionnaire was used for collecting data. Statistical analysis involved descriptive statistics, cross tabulation and correlation using the SPSS computer package. The research findings indicated a correlation in the students' and teachers' perceptions of an entrepreneur relating an entrepreneur with psychological traits and an enterprise. The findings also indicated that teachers are more disposed towards entrepreneurial attributes than students and industrialists who are more disposed towards traditional conformist academic attributes. All the respondents indicated a dislike for autonomy and risk taking. The reward and progression systems seemed to favour the inculcation of traditional conformist attributes. The study also revealed that industrialists in Botswana prefer conformist and selfmanagement skills to entrepreneurial skills and attributes. Individual entrepreneurial attributes seemed to have a minimal influence on industrial dynamism. Entrepreneurial and incubator occupations were ranked least by teachers and students in the hierarchy of occupations. On implementation procedures, teachers preferred teaching methods and materials which enhance the acquisition of entrepreneurial attributes while students, preferred those enhancing traditional conformist attributes. There is a disjunction between the skills and attributes inculcated in schools and those required in the manufacturing industries. A hi-perceptual composite entrepreneurial curriculum focusing on entrepreneurial psychological skills and attributes and enterprise as a physical phenomenon was recommended. / Curriculum and Instructional Studies / D. Ed. (Didactics)

The purpose of this study secondary schools and industries in Botswana support the inculcation and development of entrepreneurial attributes. Concurrently, it investigated consonance between the attributes fostered in senior secondary schools and those required by Botswana's manufacturing industries. Hence, it investigated images, perceptions and attitudes among students and teachers in senior secondary schools and industrialists towards entrepreneurial skills and attributes. It also investigated levels of social acceptance for entrepreneurial attributes, teaching/learning approaches in schools, classroom and industrial dynamism and the utility potential of entrepreneurial skills and attributes as perceived by students, teachers and industrialists. The research design used was the investigative descriptive survey targeting students and teachers in senior secondary schools and industrialists in Botswana's manufacturing sector. A questionnaire was used for collecting data. Statistical analysis involved descriptive statistics, cross tabulation and correlation using the SPSS computer package. The research findings indicated a correlation in the students' and teachers' perceptions of an entrepreneur relating an entrepreneur with psychological traits and an enterprise. The findings also indicated that teachers are more disposed towards entrepreneurial attributes than students and industrialists who are more disposed towards traditional conformist academic attributes. All the respondents indicated a dislike for autonomy and risk taking. The reward and progression systems seemed to favour the inculcation of traditional conformist attributes. The study also revealed that industrialists in Botswana prefer conformist and selfmanagement skills to entrepreneurial skills and attributes. Individual entrepreneurial attributes seemed to have a minimal influence on industrial dynamism. Entrepreneurial and incubator occupations were ranked least by teachers and students in the hierarchy of occupations. On implementation procedures, teachers preferred teaching methods and materials which enhance the acquisition of entrepreneurial attributes while students, preferred those enhancing traditional conformist attributes. There is a disjunction between the skills and attributes inculcated in schools and those required in the manufacturing industries. A hi-perceptual composite entrepreneurial curriculum focusing on entrepreneurial psychological skills and attributes and enterprise as a physical phenomenon was recommended. / Curriculum and Instructional Studies / D. Ed. (Didactics)

A deductive, descriptive, quanitative study was undertaken at Nyangabgwe Hospital, Francistown, Botswana, situated in the north east of the country. Its focus was on the use of partogram by midwives. The population consisted of 395 obstetric records for the period of one month. A sample of 303 obstetrics records was drawn. Data were collected through auditing the bed letters of delivered mothers and interviews with and observation of midwives using the partogram in practice. The Statistical Package for Social Sciences (SPSS) program was used to analyse the data. The findings indicate that there are problems regarding, and factors that can have a negative influence on the use of the partogram by midwives. It is suggested that a supportive teaching programme for the midwives should be designed, that will support the system of supervision in the labour ward that already exists, in the use of the partogram throughout the labour process. / Health Studies / M.A. (Advanced Nursing Sciences)

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)

This thesis describes the background and findings of a study of effective schools and learners achievement in Botswana senior secondary schools from an education management perspective. The aim was to identify schools that promote learners’ achievement when the students’ initial intakes were considered. The study was guided by five research questions. The study adopted an ex post facto design and a quantitative value added methodology to answer the research questions. Simple random sampling was used to select a sample of 5662 from the population of 58 032 students who wrote the BGCSE examinations for 2005, 2006 and 2007. Two sets of data: prior and later achievements at individual student level were collected from BEC and Secondary Education. The statistical software, MLwiN 2.10 beta 4, which is based on hierarchical linear modelling or multilevel modelling, was used to analyse the data for the value added by schools. The findings indicated that a) schools differ in their effectiveness. Some schools were more effective than others; b) Ten characteristics of effective schools were identified from the literature review c) schools differed in their consistency across the three core curriculum areas of Setswana, English and Mathematics; d) schools differed in their stability from year to year and e) schools were differentially effective. They were effective for the mid ability students and boys more than the other groups. The study confirmed that the use of a single statistic measure even in value added analysis could be misleading because of the internal variations between departments in schools. Furthermore, the uses of raw results for measuring school effectiveness were misleading. Some schools which were at the top in raw results were not doing so well in terms of value added and vice versa. The value added measures of school performance proved to be the most appropriate measure of school’s contribution to students’ learning. The value added by schools is also a measure of schools’ productivity. The study made recommendations to improve practice, such as the use of appropriate and fairer methods to evaluate and compare schools. The areas that need further attention were suggested based on the findings of the study. / Teacher Education / D.Ed. (Education Management)

A deductive, descriptive, quanitative study was undertaken at Nyangabgwe Hospital, Francistown, Botswana, situated in the north east of the country. Its focus was on the use of partogram by midwives. The population consisted of 395 obstetric records for the period of one month. A sample of 303 obstetrics records was drawn. Data were collected through auditing the bed letters of delivered mothers and interviews with and observation of midwives using the partogram in practice. The Statistical Package for Social Sciences (SPSS) program was used to analyse the data. The findings indicate that there are problems regarding, and factors that can have a negative influence on the use of the partogram by midwives. It is suggested that a supportive teaching programme for the midwives should be designed, that will support the system of supervision in the labour ward that already exists, in the use of the partogram throughout the labour process. / Health Studies / M.A. (Advanced Nursing Sciences)

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)

This thesis describes the background and findings of a study of effective schools and learners achievement in Botswana senior secondary schools from an education management perspective. The aim was to identify schools that promote learners’ achievement when the students’ initial intakes were considered. The study was guided by five research questions. The study adopted an ex post facto design and a quantitative value added methodology to answer the research questions. Simple random sampling was used to select a sample of 5662 from the population of 58 032 students who wrote the BGCSE examinations for 2005, 2006 and 2007. Two sets of data: prior and later achievements at individual student level were collected from BEC and Secondary Education. The statistical software, MLwiN 2.10 beta 4, which is based on hierarchical linear modelling or multilevel modelling, was used to analyse the data for the value added by schools. The findings indicated that a) schools differ in their effectiveness. Some schools were more effective than others; b) Ten characteristics of effective schools were identified from the literature review c) schools differed in their consistency across the three core curriculum areas of Setswana, English and Mathematics; d) schools differed in their stability from year to year and e) schools were differentially effective. They were effective for the mid ability students and boys more than the other groups. The study confirmed that the use of a single statistic measure even in value added analysis could be misleading because of the internal variations between departments in schools. Furthermore, the uses of raw results for measuring school effectiveness were misleading. Some schools which were at the top in raw results were not doing so well in terms of value added and vice versa. The value added measures of school performance proved to be the most appropriate measure of school’s contribution to students’ learning. The value added by schools is also a measure of schools’ productivity. The study made recommendations to improve practice, such as the use of appropriate and fairer methods to evaluate and compare schools. The areas that need further attention were suggested based on the findings of the study. / Teacher Education / D.Ed. (Education Management)

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)

This is a qualitative interpretive study undertaken through a case study design. The study was carried out to investigate the responsiveness of Social Studies teacher training curriculum towards democratic citizenship education (DCE) with two colleges of education (primary) in Botswana, and the University of Botswana. The following instruments were used as a means to gather data: individual interviews, group interviews, qualitative-questionnaire and document analysis. The participants for the study were drawn from colleges of education Social Studies lecturers and student-teachers with Social Studies as a major subject and the University of Botswana lecturers in the Faculty of Education. The study was inspired by the quest for democratisation of the school system in Botswana through a responsive curriculum. Botswana is dubbed a shining example of democracy, yet active participation of citizens in the national agenda is far to be admired. The best genesis for this enormous task is with teacher training because teachers play a pivotal role in transforming the society through the diffusion of requisite knowledge, skills, behaviours and attitudes. Thus, this argument positions this study to explore the responsiveness of teacher training curriculum at primary teacher training colleges towards DCE. This study was informed by the constructivist perspective on education and teaching. Constructivism is defined by Darforth and Smith (2005) as a broad set of interrelated theories that suggest that knowledge is human creation. This means that, the ideas, attitudes and practices referred to as constructivism are about how humans who learn by building knowledge cooperatively through social interaction and application of prior knowledge in a continual interpretation of ongoing experiences. Moreover, this explains that people explore events and environments, interact among themselves and confront situations and challenge they encounter. The findings of the study show that the teaching of DCE at colleges of education has not been successful as was expected. Firstly, according to the participants, the curriculum does not have adequate content on DCE. Secondly, the values of DCE which are capable of developing student-teachers to be effective citizenship education teachers are not well included in the syllabus. Thirdly, college lecturers believe in active methods of teaching for DCE but perform the opposite in their classes. Lastly, colleges have a lot of challenges that hamper effective transmission of DCE. These range from lack of appropriate educational material for DCE to college leadership that does not recognise the voices of the students in decision making. This study, however, recognises efforts made by colleges to train formidable Social Studies teachers for the transmission of DCE. The study elevates an argument that in-service teachers need support in their effort to transmit DCE to pupils in primary schools. Thus, in the light of the pervasive influence of findings from this study I recommend that policy makers and curriculum planners should consider updating lecturers about the type of Social Studies teacher they are expected to produce. Also I recommend that colleges should review their study materials to align them to the ideals of DCE, with a view to fill the gaps and deficiencies that exist in some topics. Lastly, the study concludes by raising an essential argument that with the current teacher training curriculum and classroom atmosphere in colleges of education, Botswana’s goal of training effective and functional citizenry is an illusion. / Curriculum and Instructional Studies / D. Ed. (Curriculum studies)