The aim of this research was to examine the extent to which the pedagogical practices of Business Studies teachers in Botswana junior secondary schools conform to pedagogical practices recommended for imparting practical business skills relevant to the world of work. It also aimed to identify the strengths and weaknesses of teachers’ current practices with a view to proffer a teaching model that would help to maximize learner acquisition of business skills and competencies. Literature related to the pedagogy of business education subjects was reviewed to give a general conceptual and methodological foundation for the investigation. An overview of the methodological approaches and the qualitative research design selected for application to the study were provided including the data-gathering procedures and the conceptual framework that supported and informed the research. The major findings of the study were that Business Studies teachers subscribe mainly to the transmission paradigm of teaching. Teachers’ failure to use constructivist pedagogies prescribed in the syllabus were attributed to a multiplicity of challenges they face in their day-to-day practices. The challenges that beset the pedagogy of business subjects emanate from a variety of sources such as the scarcity or non-availability of teaching materials and resources, a congested syllabus and problems associated with striking a balance between the theoretical and practical aspects of the subject. Teachers indicated that the Business Studies syllabus is too long and with the little time allocated to teach it on schools timetables, it is impractical to expect them to complete the syllabus using constructivist teaching approaches which they perceive as pedagogically burdensome and time-consuming. Despite the teachers’ constraints in creating constructivist learning environments, the use of an entrepreneurial pedagogy in the form of the mini enterprise whereby students are involved in setting and running a concrete enterprise is prevalent. The study concluded by suggesting a pedagogical model, based on the findings, to improve Business Studies curriculum delivery. It was also recommended that support structures aimed at monitoring and ensuring that the delivery of business education is done according to the stipulated business curriculum standards be put in place. / Curriculum and Instructional Studies / D. Ed. (Didactics)

The aim of this research was to examine the extent to which the pedagogical practices of Business Studies teachers in Botswana junior secondary schools conform to pedagogical practices recommended for imparting practical business skills relevant to the world of work. It also aimed to identify the strengths and weaknesses of teachers’ current practices with a view to proffer a teaching model that would help to maximize learner acquisition of business skills and competencies. Literature related to the pedagogy of business education subjects was reviewed to give a general conceptual and methodological foundation for the investigation. An overview of the methodological approaches and the qualitative research design selected for application to the study were provided including the data-gathering procedures and the conceptual framework that supported and informed the research. The major findings of the study were that Business Studies teachers subscribe mainly to the transmission paradigm of teaching. Teachers’ failure to use constructivist pedagogies prescribed in the syllabus were attributed to a multiplicity of challenges they face in their day-to-day practices. The challenges that beset the pedagogy of business subjects emanate from a variety of sources such as the scarcity or non-availability of teaching materials and resources, a congested syllabus and problems associated with striking a balance between the theoretical and practical aspects of the subject. Teachers indicated that the Business Studies syllabus is too long and with the little time allocated to teach it on schools timetables, it is impractical to expect them to complete the syllabus using constructivist teaching approaches which they perceive as pedagogically burdensome and time-consuming. Despite the teachers’ constraints in creating constructivist learning environments, the use of an entrepreneurial pedagogy in the form of the mini enterprise whereby students are involved in setting and running a concrete enterprise is prevalent. The study concluded by suggesting a pedagogical model, based on the findings, to improve Business Studies curriculum delivery. It was also recommended that support structures aimed at monitoring and ensuring that the delivery of business education is done according to the stipulated business curriculum standards be put in place. / Curriculum and Instructional Studies / D. Ed. (Didactics)

As new teaching and learning technologies begin to challenge the boundaries between time and place, distance and elearning are becoming mainstream approaches to increase access and improve quality in post-secondary education. Educators and educational managers are being challenged by the need to manage technology integration within institutions and within education systems. In 2007, the Government of Botswana established a new technical college with the specific mandate to expand technical and vocational education and training (TVET) provision by introducing distance and elearning programme delivery. This thesis reports on the findings of a case study undertaken during the first two years of the life of the college. The study aimed to identify the organisational structures and change processes needed for the successful implementation of distance and elearning and to discover how these structures and processes can be best managed. The field work was carried out within an interpretive paradigm in a longitudinal case study over 30 months. The approach was ethnographic and the data collection methods included documentary analysis and participant observation. Focussed interviews were carried out with a purposive sample of key respondents in order to further explore observations. Different theoretical and practical models of technology integration were investigated and the MIT 90s model was considered to be the most applicable and pragmatic. Theories of organisational change were researched to help understand the process. Lewin’s seminal work on field theory, group dynamics and the 3-step change model with the notion of driving and restraining forces on change gave a framework against which to analyse the process of change. The findings detail a change process which features a lack of preparation, perceived lack of management commitment by staff and poor timing in a top down approach to introducing distance and flexible learning. The findings show how an external group of change agents working as technical experts within clearly defined policy objectives and facilitating extensive staff development, were an insufficient driving force for change against the restraining forces of a bureaucratic organisational culture, strong mental models of traditional teaching and perceived lack of leadership. / Sociology / D. Litt. et Phil. (Sociology)

As new teaching and learning technologies begin to challenge the boundaries between time and place, distance and elearning are becoming mainstream approaches to increase access and improve quality in post-secondary education. Educators and educational managers are being challenged by the need to manage technology integration within institutions and within education systems. In 2007, the Government of Botswana established a new technical college with the specific mandate to expand technical and vocational education and training (TVET) provision by introducing distance and elearning programme delivery. This thesis reports on the findings of a case study undertaken during the first two years of the life of the college. The study aimed to identify the organisational structures and change processes needed for the successful implementation of distance and elearning and to discover how these structures and processes can be best managed. The field work was carried out within an interpretive paradigm in a longitudinal case study over 30 months. The approach was ethnographic and the data collection methods included documentary analysis and participant observation. Focussed interviews were carried out with a purposive sample of key respondents in order to further explore observations. Different theoretical and practical models of technology integration were investigated and the MIT 90s model was considered to be the most applicable and pragmatic. Theories of organisational change were researched to help understand the process. Lewin’s seminal work on field theory, group dynamics and the 3-step change model with the notion of driving and restraining forces on change gave a framework against which to analyse the process of change. The findings detail a change process which features a lack of preparation, perceived lack of management commitment by staff and poor timing in a top down approach to introducing distance and flexible learning. The findings show how an external group of change agents working as technical experts within clearly defined policy objectives and facilitating extensive staff development, were an insufficient driving force for change against the restraining forces of a bureaucratic organisational culture, strong mental models of traditional teaching and perceived lack of leadership. / Sociology / D. Litt. et Phil. (Sociology)