Implementation of the Language-in-Education Policy and Achieving Education for All Goals in Botswana Primary Schools

Autor/in	Mokibelo, Eureka
Titel	Implementation of the Language-in-Education Policy and Achieving Education for All Goals in Botswana Primary Schools
Quelle	In: Universal Journal of Educational Research, 4 (2016) 1, S.157-164 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Foreign Countries; Program Implementation; Educational Policy; Equal Education; Access to Education; Qualitative Research; Ethnicity; Language of Instruction; Educational Objectives; Minority Group Students; Compulsory Education; Lifelong Learning; Student Needs; Elementary Education; Botswana + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Education; Access; Bildung; Zugang; Bildungszugang; Qualitative Forschung; Ethnizität; Teaching language; Unterrichtssprache; Educational objective; Bildungsziel; Erziehungsziel; Schulpflicht; Life-long learning; Lebenslanges Lernen; Elementarunterricht
Abstract	Nations are tasked with expanding education, increasing its accessibility and quality to develop skilled labour forces needed to compete in the global world. Every nation is under pressure to strive to give their learners an opportunity to explore their potential to achieve the national and global educational goals. In learning, language and culture play a vital role in achieving educational goals at individual, national and international levels. This paper is part of the main study that used the qualitative approach to investigate how the language-in-education policy is implemented in ethnically and linguistically complex classrooms. The policy recognises only two languages of instruction: the national and a foreign language. Therefore, the idea is to see how such a policy is implemented in situations where learners do not speak the two languages. The findings indicate that there are challenges that could impede on achieving both the national and global educational goals especially Education for All goals as regards ethnic minority groups. The study observed that some of the marginalized groups such as BaZezuru and San lag behind due to language barrier and different lifestyle which are not considered in the implementation process. The paper recommends a reconsideration of the language-in-education policy that is inclusive in order to achieve the Education for All goals. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01