Globalization: A Multi-Faceted Terrain

This paper registers that globalization is a multifaceted phenomenon that can be viewed from the socio-economic, political and cultural perspectives. The paper explore the globalization theory which calls for the unification of one global village and also looks at forces driving globalization such as international free trade and investment which are highly influenced by information highway. The essays also looks at both the liberal and radical perspectives surrounding the process of globalization and reveals that the liberal viewpoint sees globalization as a necessary evil whilst the radical perspective sees the process as promoting socio-economic and political misery within the nation-states especially those in the Global-South. Finally, the paper attempts to reflect on the socio-economic and political impact of globalization on the nation-states and suggests some alternatives which could be employed so as for the process to benefit all within its umbrella.Keywords: Globalization, Liberal Perspective, Radical Perspective, Nation-state, DemocracyLWATI: A Journal of Contemporary Research, 8(2), 177-187, 201

The Longitudinal Effects Of Study Abroad Programs On Teachers\u27 Content Knowledge And Perspectives: Fulbright-Hays Group Projects Abroad In Botswana And Southeast Asia

The goal of this study was to assess the longitudinal effectiveness and impact of study abroad programs on teachers\u27 content knowledge and professional perspectives. The study focused on a recent Fulbright-Hays Group Project Abroad to Botswana (summer 2011) and compares results with an earlier Fulbright-Hays program to Singapore and Malaysia (summer 1995). Data were obtained through multiple objective and open-ended instruments administered before departure and several months after participants returned to the United States. The results suggest significant trends and outcomes. Quite clearly, the knowledge base of the participants increased as a result of the project, though much of the factual material might have been obtained without leaving home. However, it was within the qualitative and affective domains that the most intriguing results occurred. Participants\u27 perspectives on their own personal and professional development, cultural awareness, teaching methodologies, and choice of curricular content indicated sustained positive growth throughout the program. © 2012 Nuffic

Pragmatizing democratic education in Botswana through business education: Countering the scourge of the diploma disease

Meaningful and emancipatory education which empowers citizens as democrats is the ideal education which can propel the socio-economic and political fibre of nay nation-state. After independence, Botswana aligned her education system with the envisioned development process. The sad thing about this ambitious approach in Botswana is that it sought to produce citizens who would pragmatically be engaged in the development of a democratic nation-state yet the pedagogically approaches to education were at variance with pragmatic and empowering democratic education. The ultimate result became mass production of the educated or degreed citizens who could not penetrate the job market. Bookish and examination-oriented education which is far divorced from vocation and the realities of the job market ultimately results in the perpetuation of frustrated educated citizens who roam the streets as victims of the diploma disease. Botswana is traumatized by the diploma disease as evidenced by escalating figures of unemployed graduates. As such, this paper argues that Botswana’s education system should focus on the ideals of pragmatic democratic education by embracing and advancing Business Education which will empower citizens to develop vocational skills which they can utilize to create jobs for themselves, thus countering the current traumatic scourge of the diploma disease

Building Democratically Active Citizens through the Prefectship System in Botswana Schools

The goal of education in countries which regard themselves as democracies is to help develop citizens who can actively participate in the democratic process. Today, more than ever before, schools face the challenge of aligning their philosophies to the democratic national principles of the nation-state in order to produce citizens who are active in the democratic process. Therefore, this study was undertaken to explore the relationship between democracy and education by investigating the efficiency of the prefectship system (student leadership system where students choose their leaders) in Botswana Secondary Schools