Teachers’ Analysis of the Complexity Levels of Key Skills Development in the Preprimary School Curriculum in Botswana (original) (raw)
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INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES, 2011
The study aimed to identify the degree of the administrative creativity of the public principals' practice in Tafila Directorate of Education. The sample consisted of 402 teachers (male and female) chosen randomly. The instrument of this study included 36 items. Means, standard deviations, and 3-way ANOVA were used for statistical purposes. The results indicated that there are statistically significant differences for the interaction of gender with experience, the interaction of experience with scientific qualification and the interaction of gender, experience and qualification. According to the results it is recommended that the Directorate of Education in Tafila Province should hold training courses to develop the principals' competence in administrative creativity skills, motivating the teachers who hold bachelor degrees or less to join high programs in education (General diploma, master) to develop their academic and educational knowledge.
International Journal of Scientific and Research Publications (IJSRP), 2019
Social interaction between children and more knowledgeable members of society is essential for children to acquire ways of thinking and behaving. Although socio-cultural activities enhance learning in preschool children, some teachers and parents in Kakamega South Sub-County have not embraced them in relevant learning areas such as language, poetry, outdoor activities and mathematics. This study aimed at establishing the influence between socio-cultural activities and pre-academic skills among ECDE learners in Kakamega South Sub-County. The specific objectives were: to determine the main sociocultural activities affecting pre-academic learners and to evaluate existing strategies used to improve the use of socio-cultural activities for quality pre-academic skills. The study focused on learning theory of Albert Bandura and social cultural theory of Lev Vygosky. Descriptive survey design was employed with a sample size of 384 respondents. Simple random sampling was applied to the stratified samples to identify respondents among preschool teachers and learners. The data collection instruments included questionnaires, interview schedules, key informants interviews and FGDs. Data analyses were done using both descriptive and inferential statistics by employing SPSS. The results obtained reveal that the main socio-cultural activities affecting attainment of preschool academic skills include dances (18%), marriage ceremonies (17%), drama (17%), music festivals (16 %) and singing games (16%). The study identified planning socio-cultural activities outside school programmes (42%) and sensitizing communities on preschool education (16%) as the main strategies needed for improving the quality of pre-academic skills in Kakamega south sub county. The findings of this study contribute to knowledge in addition to guiding teachers, parents and the Ministry of Education (MOE) in preschool curriculum review at both County and National levels. These results will further be used to enhance nurturing of preschool learners in Kakamega South Sub-County.
Learning Sciences: A vision for the Schools of the future in Botswana
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Rethinking Education In Botswana: A Need To Overhaul The Botswana Education System
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This study sought to investigate the effectiveness of the Early Childhood Development (ECD) programme on grade one performance in Mzilikazi District in Bulawayo. observed that children who have been through ECD programmes generally excelled in basic academic skills while Smith (1994) suggested that ineffective ECD programmes led to fragmented and wide variation in the quality of early primary school education. The study was quantitative in nature and used a cross-sectional survey and the ex-post facto research designs. Two independent samples of 100 grade one children each, 20 grade one teachers and 10 administrators participated in the study. Mathematics and English Language selfdesigned tests were used with the children while structured questionnaires were used with teachers and administrators. Data were presented on tables and analysed using the Likert Scale, descriptive and inferential statistics. Indications from qualitative data were that the ECD programme was not effective on grade one performance in both subjects. A t-test of independent means confirmed that, there was no difference in performance in Mathematics between grade one children who underwent the ECD programme and those who did not. However, in English Language the t-test indicated a significant difference in performance between the two groups. On these bases, the research concluded that the ECD programme in Mzilikazi District was not effective on grade one performance in Mathematics but was effective on English Language performance. The study then recommended increased financial, material, human resource and infrastructural support of the ECD programme and review of the ECD curriculum
Teaching of Science and Mathematics in Pre-Schools of Botswana: The Existing Practices
Creative Education, 2013
The study aims to examine the state of mathematics and science education in pre-schools of Botswana. The study intended to find out the knowledge base of the teachers, the content and the process of activities that were carried out in pre-schools, and also gauged availability and usage of resources in pre-schools, while identifying the challenges faced and the strategies used to overcome by the teachers, in carrying out Maths and Science activities. The study adopted both quantitative and qualitative approaches. The research was done using survey questionnaire and observation techniques and was conducted in 26 pre-schools in Gaborone. The sample comprised of 64 teachers and 17 administrators who were identified by using purposive sampling techniques. Quantitative data was also analysed using SPSS version 20, and responses to Open-ended questions were analysed qualitatively. The findings showed that the trained teachers although not in ECE, claimed to have some knowledge base of mathematics and science, and identified pedagogy to be more important than content, for teaching science and mathematics at ECE. They however, were of the view that ECE teacher training influences the knowledge base of the teachers, and hence specialised training in ECE is necessary. The study also showed that mathematics activities were predominant in the pre-schools as compared to science activities; the teachers frequently engaged in mathematics and science activities outdoors; and the mathematics and science corners that were available in most centres, were not utilised adequately. It further revealed that an equal number of the teachers, i.e. almost half of them, faced challenges while teaching mathematics and science in pre-schools, as those who did not. The study therefore recommended ECE teachers' professional training on knowledge, pedagogy and content; and the menu to include more indoor and science activities.