No abstract

Creativity is very pertinent to both individual and societal growth and therefore it must be enhanced in the education systems. .The Botswana National Vision, Vision 2016 states that by 2016, the education system must have developed an informed, educated and creative nation.. It is noted that Multi-media enhances creativity particularly in young people and therefore must be enhanced at all cost. It is further noted that the conventional understanding of multi-media is too limited if it does not recognize that sound culture is a prerequisite f or sound creativity. The paper therefore argues that in order to achieve universal basic and quality education we must consider using even the indigenous multi-media (culture based) to reach even the most modern technologically disadvantaged learners in order to enhance their creativity. Deliberate efforts must be taken by governments to infuse the culture based ways of enhancing creativity into their school syllabi.

The study aimed to identify the degree of the administrative creativity of the public principals' practice in Tafila Directorate of Education. The sample consisted of 402 teachers (male and female) chosen randomly. The instrument of this study included 36 items. Means, standard deviations, and 3-way ANOVA were used for statistical purposes. The results indicated that there are statistically significant differences for the interaction of gender with experience, the interaction of experience with scientific qualification and the interaction of gender, experience and qualification. According to the results it is recommended that the Directorate of Education in Tafila Province should hold training courses to develop the principals' competence in administrative creativity skills, motivating the teachers who hold bachelor degrees or less to join high programs in education (General diploma, master) to develop their academic and educational knowledge.

The chapter explores the potential role that the concept and practice of Ubuntu can be salvaged to inform school leadership in Botswana. Reference is made to traditional ways in which human development is conceived and treated in the Botswana Ubuntu cultural practice which is manifested in Leseya Maturity Stage (LMS), Ngwana Maturity Stage (NMS), Monana Maturity Stage (MMS), and Mogolo Maturity Stage (MgMS). The chapter argues that, at each of the development stages, an appropriate leadership style should be used as in situational leadership. For instance, at the LMS, a human being according to Lerner displays some inconsistencies in his or her behavior which is a perfect example of a reflection of shaky grasp of logic. The chapter asserts that there are adults as in teachers who may display such behaviors even though they may chronologically be adults. The chapter therefore argues that the concept of situational leadership should be used according to the contextual maturity of the led as per the Ubuntu concept. Ubuntu leadership styles can inform school leadership.