Triple Wins from Foreign Direct Investment: Potential for Commonwealth countries to maximise economic and community benefits from inward investments case studies of Belize and Botswana

The findings of the case study on Botswana indicate that mining companies in Botswana have adopted the philosophy of CSR and are prepared to link social and environmental initiates to their core business. Particularly impressive is the comprehensive approach taken by the diamond mining company Setswana to develop and decentralise its strategy on Corporate Social Investment. In so doing, the company demonstrated preparedness to go beyond business as usual' approach of merely creating jobs and provide Foreign Direct Investment (FDI)

Rehabilitation of hearing impaired children in India – An update

The prevalence of deafness in India is fairly significant. It is the second most common cause of disability. Approximately 63 million people (6.3%) in India suffer from significant auditory loss.1 Rehabilitation of hearing impaired children in India remains a challenging task. Early detection and intervention are the mainstay of this initiative. This article does not purport to detail the clinical aspects and surgical management of hearing handicapped children.We discuss here the resources and options available in India for the education of deaf children and the role of the Government bodies in rehabilitation. Awareness abouteducation and rehabilitation of hearing handicapped is low among the general public and even among the medical fraternity.

Using ODL and ICT to develop the skills of the unreached: a contribution to the ADEA triennial of the Working Group on Distance Education and Open Learning

Innovation in technology is occurring at rapid pace thus shrinking the distances and making information and knowledge more than ever accessible to everyone irrespective of where the person resides. This paper consists of four main articles. The first one deals with technological trends. The second one focuses on the deployment and use of open and distance education mode in rural areas by documenting initiatives that embrace information and communication technologies (ICTs). Due to challenges faced in rural areas only a few success stories/cases currently exist and some of these are cited in this article. The challenges faced in the deployment of ICT enhanced ODL have been highlighted as well as the potential of developing and delivering effective and relevant ODL programmes in rural areas in order to ensure that issues of educational equity and social exclusion rural communities are adequately addressed. ICTs in ODL are perhaps the greatest tool to date for self-education and value addition to any community’s development efforts, yet poor rural communities particularly in Africa do not have the necessary awareness, skills or facilities to enable themselves to develop using ICTs. Inadequate ICT infrastructures in rural areas remain a major source for the digital divide in Africa and for under-performance of distance learners. The third one analyses the support provided to ODL learners who often encounter difficulties in completing their studies through the distance education mode due to loneliness, uncertainties and de-motivation. ICT has not been able to sufficiently support distance learners in overcoming those obstacles efficiently. An investigation regarding those learning supports has been conducted in ten distance learning institutions, along with an intensive literature review with the aim of understanding the high percentage of dropout rates of distant learners. The learners’ interactions have been scrutinized through content analysis of their synchronous exchanges, during a completely online course. After taking into account the limited technical and human resources in Africa, a technological virtual environment along with a pedagogical framework has been proposed with the aim of giving adequate educational support to them. The fourth article has explored The Open University (UK) and its efforts to use new technologies to deliver online courses to difficult-to- reach learners in prison environments. The case study analysed here is an international course (called, B201- Business Organisations and their environments) which also touches an African cohort of learners. The implications for designing and delivering online ODL to the complex unreachable environments of prisons anywhere, and particularly in Africa, have been discussed

Five-country Study on Service and Volunteering in Southern Africa Malawi Country Report

This study on the nature and form of civic service and volunteering in Malawi followed a qualitative, descriptive research approach, drawing on information from an extensive document search, interviews with key informants responsible for supporting and/or implementing service and volunteering programmes and a focus group discussion with representatives of national and international organisations running structured service programmes, as well as those involved in district and community-based activities

Human Resource Inputs and Educational Outcomes in Botswana’s Schools: Evidence from SACMEQ and TIMMS

This study explores the important relationship between policy variables that represent a school’s human resources and product variables in the form of student performance in Botswana’s schools. A focus of particular interest is if the teaching environment is related to student success and whether it can promote equity in learning between students from different socioeconomic backgrounds. Data for the study are drawn from a rich survey of students, teachers and schools in Southern and Eastern Africa. There is modest evidence to suggest that students attending well resourced schools are likely to perform better, irrespective of their background. The results points to a clear association between teacher content preparation and student achievement. Regular assessment is associated with better performance and greater social equity between students within the same school. Policy implications related to teacher preparation programmes in Botswana are discussed.Botswana, education production function, demand for schooling, teacher evaluation, teacher knowledge, teacher education

Commodities and Linkages: Industrialisation in Sub-Saharan Africa

In a complementary Discussion Paper (MMCP DP 12 2011) we set out the reasons why we believe that there is extensive scope for linkage development into and out of SSA’s commodities sectors. In this Discussion Paper, we present the findings of our detailed empirical enquiry into the determinants of the breadth and depth of linkages in eight SSA countries (Angola, Botswana, Gabon, Ghana, Nigeria, South Africa Tanzania, and Zambia) and six sectors (copper, diamonds, gold, oil and gas, mining services and timber). We conclude from this detailed research that the extent of linkages varies as a consequence of four factors which intrinsically affect their progress – the passage of time, the complexity of the sector and the level of capabilities in the domestic economy. However, beyond this we identify three sets of related factors which determined the nature and pace of linkage development. The first is the structure of ownership, both in lead commodity producing firms and in their suppliers and domestic customers. The second is the nature and quality of both hard infrastructure (for example, roads and ports) and soft infrastructure (for example, the efficiency of customs clearance). The third is the availability of skills and the structure and orientation of the National System of Innovation in the domestic economy. The fourth, and overwhelmingly important contextual factor is policy. This reflects policy towards the commodity sector itself, and policy which affects the three contextual drivers, namely ownership, infrastructure and capabilities. As a result of this comparative analysis we provided an explanation of why linkage development was progressive in some economies (such as Botswana) and regressive in others (such as Tanzania). This cluster of factors also explains why the breadth and depth of linkages is relative advanced in some countries (such as South Africa), and at a very nascent stage in other countries (such as Angola)

Investigating K-12 Computing Education in Four African Countries (Botswana, Kenya, Nigeria, and Uganda)

As K-12 computing education becomes more established throughout the world, there is an increasing focus on accessibility for all, whether in a particular country or setting or in areas of the world that may not yet have computing established. This is primarily articulated as an equity issue. The recently developed capacity for, access to, participation in, and experience of computer science education (CAPE) Framework is one way of demonstrating stages and dependencies and understanding relative equity, taking into consideration the disparities between sub-populations. While there is existing research that covers the state of computing education and equity issues, it is mostly in high-income countries; there is minimal research in the context of low-middle-income countries like the sub-Saharan African countries

An investigation into the management of change in Design and Technology: a qualitative inquiry based on the implementation of a new curriculum for senior secondary schools in Botswana.

This thesis explored the management of change, from a British model of Design and Technology (D&T) curriculum to the Botswana model intended for senior secondary schools. There is little research on the management of change in D&T education especially at senior secondary school level. The study employs the ADKAR (Awareness, Desire, Knowledge, Ability, and Reinforcement) change model, originally designed for business and industry as the theoretical framework to assess the nature of change and use insights gained to identify gaps in the implementation and make proposals for more effective implementation. The study employed a multi-phase case study as a data collection strategy, which was mainly qualitative and situated within a post-modernist inquiry paradigm. A multi-method approach was adopted for data collection, which included questionnaires, individual and group interviews as well as literature review. The data were collected from in-service officers and teachers because of their role as change managers and implementers respectively. Data analysis employed a thematic analysis approach for qualitative data while descriptive statistics were used for quantitative data. The findings of the study revealed the following issues affecting the curriculum: limited implementation strategy. limited participation by key stakeholders. weak coalition for change. limited administrative support especially in terms of provision of resources. and a limited teacher support system as well as weak reinforcement mechanisms to sustain the change. The findings showed that the existing D&T curriculum included new advanced technological content areas to align it with the country s vision of moving away from the traditional agro-based economy to the industrial one. These findings suggest that the technology content areas were barely taught in secondary schools primarily due to limited teachers expertise and inadequate provision of equipment. The study proposes a school-based continuous professional development (CPD) model, which recognises that teachers are change agents and a vital resource that can be developed to build the necessary change capability. The premise of this framework is that the current regional management system was not effective considering the constraints of limited implementation capacity and resources, the vastness of some regions as well as the fact that schools operated under different contexts. The envisioned CPD recognises the uniqueness of school and teachers input into the design and development of CPD programmes. The proposed CPD model promotes also research-based evidence that ensures that it is not a mere skill upgrading exercise, but one that integrates teachers professional development needs, with those of the curriculum and students. This thesis contributes to the field by providing some insights into some of the dynamics of implementing and coping with change within the context of Botswana. The ADKAR framework employed in this study is an original contribution in the field of D&T education. This framework will be of particular use to other countries undertaking D&T curriculum innovation in terms of guiding change management activities such as: readiness assessment; resource provision; developing communications strategies; identifying gaps in terms of training needs for teachers; creating enabling structures; resistance management and reinforcement strategies