The major purpose of the study was to investigate factors which contribute to the decline in students' academic performance in junior secondary schools in Botswana since 2010. The study was mainly quantitative and used the positivist inquiry paradigm. The study employed critical theory for its theoretical framework. Questionnaires were used to gather data from two hundred participants. Some documents were analyzed to supplement the information collected through the questionnaire. Data were analysed using the computer package known as Statistical Package for the Social Sciences (SPSS) version 15. The findings of the study showed that there were several factors that can contribute toward students' low academic performance ranging from low staff morale to students unpreparedness for the examinations. The study, therefore, recommends that high teacher's morale, availability of resources and parental involvement are critical for the attainment of high quality education in Botswana secondary schools. Furthermore, the findings of the study have implications for research and practice.

The absence and or presence of sexuality education in our curriculum have provoked several debates within the Botswana society. Some people feel that issues of sexuality should be incorporated in our school curriculum while others believe that they should not. Therefore, the purpose of this study was to explore the teachers' and students' perceptions on issues of sexuality in primary schools in Botswana. The study focused on teachers and students in selected primary schools in Northern and Central regions of the country. The study was qualitative in nature and employed the naturalistic inquiry paradigm. This study used transformative academic knowledge for its conceptual framework. Snowball or chain sampling was used for the selection of the participants. Data were collected using qualitative methods which included interviews, participants' observation, focus groups and a grounded survey. Data were analyzed inductively using grounded theory through the constant comparative technique. The major finding of the study revealed that there is an intergenerational conflict of ideas and views between teachers' and students' pertaining to issues of sexuality in primary schools in Botswana. The conclusion drawn from this study is that the discussion on issues of sexuality remains a topical and deeply controversial issue among teachers and students in primary schools. The study, therefore, recommends that the Ministry of Education and Skills Development (MoE&SD) should consider formalizing and infusing sexuality education within the primary school curriculum.

This article examines apartheid in South Africa and uses Mills (1992)

The) purpose) of) this) study) was) to) interrogate) the) social) studies) teachers') conceptualizations)and)practices)on)democracy)in)upper)classes)in)primary)schools)in) Botswana.) The) study) was) undertaken) in) upper) classes) in) six) primary) schools) in) Botswana)for)a)period)of)three)months.))The)theoretical)underpinnings)of)my)study)are) based) on) what) Asante) (2010)) refers) to) as) Afrocentricity,) which) basically) focuses) on) relocating) the) African) people) historically,) socially,) economically,) politically) and) philosophically) in) an) effort) to) decolonize) their) minds.) For) its) methodology,) the) study) was) qualitative) in) nature) and) used) the) naturalistic) inquiry) paradigm.) Data) were) collected) through) interviews,) participant) observations) and) focus) group) discussions.) Data) were) analyzed) using) the) constant) comparative) technique.) The) findings) of) the) study)revealed)that)even)though)teachers)conceptualize)democracy)from)a)liberal)point) of)view,)they)seem)to)be)moving)the)center)as)they)also)take)into)account)the)contextual) and)socioQcultural)factors.)The)conclusion)drawn)from)this)study)is)that)teachers)have)a) deep) understanding) of) democracy,) however,) lack) pedagogical) content) knowledge) of) democracy.) The) study) recommends) that) teachers) be) constantly) inQserviced) on) how) to) develop)practical)skills)when)teaching)topical)issues)like)democracy)as)they)contribute) directly)towards)they)type)of)citizens)they)produce.)

<p style="text-align: justify;">The major purpose of this study was to explore the social studies teachers’ perceptions and understandings of citizenship education in primary schools in Botswana. The study adopted a post colonial lens by using the notions of the pedagogy of imperialism and contrapuntal criticism to interrogate the teachers’ perceptions of citizenship education. The study was qualitative in nature and employed the naturalistic inquiry paradigm. Qualitative methods were used to collect data. Data were analyzed using grounded theory through the constant comparative technique. The findings of the study revealed that social studies teachers perceived teaching about Botswana as citizenship education. The paradox lies in the teachers’ view that knowledge about Botswana’s cultures, histories and politics constitutes citizenship education. Therefore, the study recommends that citizenship education be re-imagined to take into account both the local and global trends on citizenship education. Furthermore, teachers have to be cognizant of the politics of mainstream academic knowledge and work towards knowledge construction devoid of imperialist ideologies.</p>