Joseph A M O O T I Kasozi (original) (raw)

Uploads

Papers by Joseph A M O O T I Kasozi

International journal of educational development in Africa, Aug 16, 2023

This article reports on a study that explored how an open distance learning (ODL) in... more This article reports on a study that explored how an open distance learning (ODL) institution is integrating its online processes in handling e-tutors’ experiences as they transition from face-to-face to blended facilitation. The study examined the following key issues: firstly, conceptions of how the university strategy transitions conventional tutors into its open distance e-learning (ODeL) system; secondly, conceptions of how e-tutors bridge the gap between facilitation and student support; and thirdly, how e-tutors are integrated in the ODeL institution’s system in relation to their personal academic development. The study adopted a qualitative exploratory approach, which relied on documentary sources and the experiences of university e-tutors at the Botswana Open University (BOU) captured through telephonic and online interviews. It is argued that the world is changing due to the impact of the Covid-19 pandemic. The changes have been fast, radical, demanding and uncertain. However, ODeL institutions can do more to confront these challenges. The study findings indicated that BOU has positively responded to these changes by relying on its capabilities and strengths. The article provides insights for improved access, success, tutor identities and development. The article ends with recommendations on what could be done to improve learning, teaching and practice as facilitated by e-tutors within ODeL institutions as they recover from the ravages of the Covid-19 pandemi

International journal of multidisciplinary and current research, 2016

The academic performance of students may be affected by different factors besides their personal ... more The academic performance of students may be affected by different factors besides their personal characteristics. It is a general belief that the backgrounds of students and environmental factors have the greatest influence on their academic performance. It is also a general trend that the present generation of students spend less time on their academic work when compared to their predecessors. In this study the authors examined the influence of students’ characteristics, family background, program of study and frequency of class attendance on academic performance as determined by the students’ selfreported GPA. The study also sought to determine the influence of preferred methods of teaching and learning, study skills and approach to examinations on academic performance. The researchers conducted a survey on a stratified sample of 75 students out of a possible population of 139 students from the departments of Accounting, Business and Computing at Botho University, Francistown camp...

Progressio

In this study, the researchers argue that the changes in 21st-century socio-economic and educatio... more In this study, the researchers argue that the changes in 21st-century socio-economic and educational environments have significantly determined the requisite tutor skills in the 21st century. With the advent of the COVID-19 pandemic, knowledge of technology education has become an additional determinant for effective teaching in a 21st-century environment. This study aimed to interrogate tutor experiences concerning teaching approaches and pedagogies adopted during this period. The pedagogical expectations now demand that tutors integrate technology into teaching as well as transform the traditional teacher-centred to a learner-centred pedagogy. It is imperative that tutors should not only embrace pedagogical strategies involving ICT but also align the teaching-learning strategies to subject knowledge. A qualitative exploratory approach was employed for this study with a sample of five part-time tutors and two Tutor Coordinators who were purposefully selected to be interviewed onlin...

Alliance for African Partnership Perspectives

Creative Education

Critical skills of pre-reading, pre-writing, reasoning, creative thinking, and working collaborat... more Critical skills of pre-reading, pre-writing, reasoning, creative thinking, and working collaboratively need to be developed at an early age. During the preprimary years, children should develop key skills that relate and integrate the broader outlooks for learning. If the pre-primary curriculum is not conceptualized developmentally by the teachers, it can de-motivate young children by decreasing their self-esteem. Botswana's pre-primary curriculum has six learning areas meant to develop pre-reading, pre-writing, communication, creativity, mathematical and scientific thinking, and self-help skills. Each learning area has expected outcomes (performance targets) and performance indicators to track children's progress. From the inception of the piloting of the reception programme, there were mixed feelings among reception class teachers on the interpretation of the pre-primary curriculum. A quantitative approach using a questionnaire survey was adopted to explore reception class teachers' analysis of the complexity levels of skills development in the preprimary curriculum of Botswana. Samples were selected using stratified random sampling. The findings confirmed that the content of the curriculum addresses the development of various skills such as pre-reading, pre-writing, numeracy, problem solving, communication, Self-help, and social skills at different levels of complexity. Interpretations of such levels varied from teacher to teacher might be due to Botswana's vast cultural differences and societal demands. It is recommended that the pre-primary curriculum should be presented in a way that leads to a common understanding of the curriculum by every teacher so that developmentally appropriate planning can be enhanced.

Tenth Pan-Commonwealth Forum on Open Learning

Most students in the Master’s in Education- Educational Leadership (MEdEL) at a medium sized Open... more Most students in the Master’s in Education- Educational Leadership (MEdEL) at a medium sized Open and distance e-learning institution have successfully completed their programme within the stipulated five years with the average being two to three years. It is postulated that this could be because the supervision of their research is anchored on the philosophy of ubuntu which is an indigenous education philosophy that is gaining traction among African scholars. The aim of this study was to investigate whether the philosophy of ubuntu guides MEdEL students and supervisors in developing the research dissertation. The research objectives were; an analysis the extent to which MEdEL students and supervisors are aware of Ubuntu as an educational philosophy, the extent to which MEdEL research supervisors adhere to the guiding principles of ubuntu when they supervise student dissertations and, recommendations on how ubuntu principles can be incorporated in the research supervision of graduat...

Transforming tertiary agricultural education in Africa

Abstract This chapter describes and analyzes labour market conditions and policy, as well as prog... more Abstract This chapter describes and analyzes labour market conditions and policy, as well as programme options for improving the economic and social relevance of agricultural training in African higher education institutions. The intended audience is teachers and administrators of tertiary agricultural education (TAE) who have little or no training in curriculum development or pedagogy. The aim is to present practical steps for reforming curricula and pedagogical approaches to enable TAE institutions to meet the needs of communities more effectively and to address the demands of dynamic labour, information and technology markets. The discussion also describes how tertiary education teachers and administrators can develop the vision, methods and institutional culture required to prepare students for employability and life-long learning.

South African Journal of Childhood Education, 2022

Background: This report is part of a study commissioned to provide evidence to inform quality imp... more Background: This report is part of a study commissioned to provide evidence to inform quality improvements, and the rolling out of the public reception class programme (RCP) to all public primary schools in Botswana by 2020. The study adopted the Discrepancy Evaluation Model (DEM) as a theoretical framework. Aim: One of the specific objectives of the study was to determine the effectiveness of the programme in terms of the RCP curriculum coverage and the teachers' effectiveness in delivering the curriculum. The aim of the study reported in this article was therefore to determine the reception class teachers' pedagogical approaches in delivering the RCP curriculum. Setting: The study was conducted in Botswana where early childhood care and education was provided by private providers until 2014 when the government of Botswana introduced the RCP in public primary schools. Methods: The study utilised a multi-method design. Stratified random sampling was used to select 10% of the 539 public primary schools that had implemented the programme since 2014 when it was introduced. An analysis tool based on the revised Bloom's Taxonomy was used to analyse the content, as well as the level of coverage of important skills within the RCP curriculum. Questionnaires were used to gather information from teachers. Interviews were used to gather information from principal education officers (PEOs) who are part of the inspectorate. Feedback received from these participants was considered as indicating performance, according to the DEM. This performance was then compared with standards (with the RCP curriculum) to determine if any discrepancies existed. Results: Findings indicated that the RCP curriculum was adequate in coverage of skills at various levels of knowledge, understanding and appreciation. However, in some learning areas, certain competencies and performance targets were pitched at higher-order thinking. This resulted in most teachers focusing on achieving performance targets instead of following performance indicators to develop particular skills. As a result, learners demonstrated achievement of performance targets yet their developmental process skills were not fully accomplished. Conclusion: The RCP generally had a sound teaching cadre which would generate a considerable impact on the programme, should their pedagogical approaches not be derailed by the desire to fulfil performance targets at the expense of developmental process skills.

This research investigated the educational orientation of teacher educators in colleges of educat... more This research investigated the educational orientation of teacher educators in colleges of education in Botswana whether pedagogic or andragogic, and how they influence their educational practice. The methods of investigation were, a literature study of belief systems, andragogy and pedagogy as well as the nature of educational orientation, a survey of the educational orientation of teacher educators in Botswana using a structured Educational Orientation Questionnaire (EOQ) adopted from Hadley (Quam, 1998) and a semistructured group interview to a stratified random sample of student teachers at two of the colleges of education. The results showed that most teacher educators in colleges of education in Botswana had a pedagogical rather than an andragogical orientation. They predominantly use educator-centred rather student-centred teaching methods.