Mosenodi

Editorial

2025-06-30T19:02:14+00:00

PERCEPTIONS OF LOCAL MANDARIN INSTRUCTORS IN BOTSWANA: ADVANTAGES AND DISADVANTAGES OF NON-NATIVE CHINESE – SPEAKING TEACHERS

2025-06-30T18:47:56+00:00

Mandarin Chinese was first taught in Botswana through the Confucius Institute in 2009, followed by the introduction of a Bachelor of Arts in Chinese Studies at the University of Botswana in 2011. This program includes both language and non-language courses and employs both native and non-native Chinese-speaking teachers. However, research on the advantages and disadvantages of non-native Chinese-speaking teachers in Botswana is lacking. This study investigates local instructors’ perceptions of teaching Mandarin as non-native speakers, using data from questionnaires completed by 8 local instructors. Analysis of the data revealed that advantages of local teachers include their use of the native language Setswana, role -modelling, understanding of student learning difficulties and ability to offer empathy and support. Disadvantages include differences in accent and pronunciation, possibility of errors, extensive preparation time and limited cultural immersion. This study has significant implications for classroom teaching practices and teacher professional development.

BLENDING CULTURAL FOLKTALE WITH DIGITAL STORYTELLING IN THE TEACHING AND LEARNING PROCESS OF PRIMARY SCHOOL CHILDREN IN GABORONE, BOTSWANA

2025-06-30T18:00:50+00:00

This qualitative study explores teachers' perspectives on blending cultural folktales with digital technology in Botswana's early childhood education. In Botswana, like elsewhere, local traditions are passed down through folktales, yet there is a significant gap in integrating these narratives into technology education. This oversight risks the extinction of Botswana’s folktales due to modernization. The study emphasizes the need to incorporate digital storytelling within educational frameworks, following a paradigm shift towards Indigenous Knowledge (IK). Grounded in constructivism, the study aimed to uncover teachers' perceptions and challenges in merging cultural folktales with digital technology. Through in-depth interviews with preschool teachers, the study identified a generally positive outlook on digital storytelling, but highlights challenges such as a lack of skills, knowledge, and resources. Recommendations include training teachers and providing resources to enhance the integration of cultural folktales with digital technology for meaningful learning experiences of young children.

USE OF INDIGENOUS APPROACH AND A RANDOMISED CONTROL TRIAL TO EVALUATE THE UPTAKE OF SAFE MALE CIRCUMCISION AT SECONDARY SCHOOLS IN BOTSWANA

2025-07-09T09:45:51+00:00

An evidence-based study makes it easier for the policymakers in the educational systems to choose among the many different interventions that are the most effective to institute, thus saving on time and cost. This study applied the theory of planned behavior (TPB) framework to inform an indigenous mixed approach, using a randomized control trial (RCT) design to test the efficacy of a school-based risk-reduction intervention for 14- to 19-year-old adolescent boys in Botswana. The intervention aimed at promoting the uptake of safe male circumcision (SMC) among the school-going adolescents in Botswana‟s senior secondary schools. The assessment results and testimonies recorded revealed that, compared with the control arm, the key intervention arm was significantly (p < 0.05) efficacious in increasing the uptake of SMC, at 3-months follow-up (3mfu).

INSIGHTS INTO LEADERSHIP CHALLENGES IN EARLY CHILDHOOD EDUCATION

2025-07-09T09:48:29+00:00

This study examines strategies for addressing leadership challenges in Botswana’s public primary schools with integrated Early Childhood Education (ECE) components. It also identifies the knowledge, skills, and competencies needed to prepare school administrators for this role. Using a qualitative case study approach, data was collected through interviews, focus groups, and document analysis. Findings reveal that effective preparation of ECE leaders requires structured training, pedagogical expertise, child psychology, and resource management skills. The paper proposes systemic reforms to build leadership capacity and promote holistic child development.

AN EXPLORATION OF TEACHER COMPETENCE IN BOTSWANA AND BEYOND: A PRELIMINARY ASSESSMENT OF EXTANT LITERATURE

2025-06-30T18:00:51+00:00

This article explores literature on competence-based education (CBE) internationally, regionally and locally as it attempts to agitate for a comprehensive study and implementation of CBE in the Botswana education system. It underscores the necessity of equipping teachers with essential competencies required for effective teaching and learning in schools. The article delves into the concept of 'competence' in relation to educators, highlighting their pivotal role in fostering a workforce proficient in 21st-century skills and competencies. Such preparation is vital for addressing emerging challenges that may impede the successful adoption of CBE systems. Additionally, the article is an in-depth examination of the literature on perceived proficiency of teacher competencies among graduates. In the Botswana context, the study examines graduates holding a Diploma in Primary Education (DPE) from two teacher education institutions in Botswana, covering the period from 1995 to 2019 to assess the level of perceived mastery of teacher competencies as prerequisites for competent teachers.