Improving Commitment to Basic Education for the Minorities in Botswana: A Challenge for Policy and Practice

Autor/in	Pansiri, Nkobi Owen
Titel	Improving Commitment to Basic Education for the Minorities in Botswana: A Challenge for Policy and Practice
Quelle	In: International Journal of Educational Development, 28 (2008) 4, S.446-459 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2007.08.003
Schlagwörter	Parent Participation; Academic Achievement; Governance; Parent School Relationship; Foreign Countries; Elementary Schools; Rural Areas; School Community Relationship; Curriculum Development; Questionnaires; Interviews; Equal Education; Teacher Attitudes; Correlation; Educational Policy; Educational Environment; Educational Practices; Low Achievement; Minority Groups; Botswana + Suchen Sie Ihr Suchwort? Elternmitwirkung; Schulleistung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; Elementary school; Grundschule; Volksschule; Rural area; Ländlicher Raum; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fragebogen; Interviewing; Interviewtechnik; Lehrerverhalten; Korrelation; Politics of education; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Unterdurchschnittliche Leistung; Ethnische Minderheit
Abstract	This paper is part of a study that assessed the level of commitment of primary schools of remote area dwellers (RADs) to basic education between October 2004 and April 2005. The research question focused on the level of commitment of schools to universal basic education, school-community partnership in school governance and parental involvement in the way the curriculum was delivered. Questionnaire and interviews were used. The results show a significant relationship between teachers' perceptions and variables such as district, qualifications, age, location, and experience. There is consistency between teachers' perceptions and children's academic performance. It has been found that learner achievement in RADs schools is low and that parents are not actively involved in their children's education due to the policy environment and school management practices. (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10