Teaching the Arts in the Primary School Curriculum: What Strategies Imbue the Integrative Arts Subjects?

Mannathoko, Magdeline C.; Mamvuto, Attwell

doi:10.1080/00393541.2018.1440149

Cited by 3 publications

(2 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teaching and learning must change in order to equip learners with the knowledge, skills and competencies to respond to social, economic and environmental challenges. As such, the purpose of this paper is to suggest the introduction of wilding educational policy to promote pedagogical transformation, especially in Botswana, where schools face congested curricula, syllabi and timetables (Mannathoko and Mamvuto, 2018; Mphale and Mhlauli, 2014). The current policies in schools in Botswana are not effectively enabling wild pedagogical practices.…”

Section: Background Informationmentioning

confidence: 99%

Wilding educational policy: The case of Botswana

Ketlhoilwe

Velempini

2021

Policy Futures in Education

View full text Add to dashboard Cite

Teaching and learning must be transformed in order to prepare learners to respond to escalating social, economic and environmental challenges. The primary purpose of this paper is to contribute to the process of wilding pedagogy. The lessons learned in this paper emerge mainly from a desktop study and educational excursions to a natural resources management centre in a rural village and an educational reserve. The excursions provide practical illustrations of learning in the wild by students. Responding to social, economic and environmental challenges can be facilitated through pedagogical policy interventions. In Botswana, educational policy seeks to promote learner-centred approaches to education. However, in practice, there are limited opportunities for a wilding of pedagogies. Most schools are constrained by a number of factors when trying to facilitate wildness in teaching and learning, yet the natural environment provides seemingly unlimited opportunities for active teaching and authentic learning. Though not explicitly stated, it is taken for granted that learning institutions are limited in their abilities to practise wild pedagogies due to budgetary constraints and a congested curriculum. This paper suggests that educational policy interventions can be implemented to enable transformative change that also promotes students’ engagement, discovery and autonomy while also learning in outdoor settings that support the aims of wild pedagogies.

show abstract

Section: Background Informationmentioning

confidence: 99%

Wilding educational policy: The case of Botswana

Ketlhoilwe

Velempini

2021

Policy Futures in Education

View full text Add to dashboard Cite

show abstract

“…This is possible if instructors enforce the problem based learning reinforced by technology. (Mannathoko and Mamvuto (2018) write that learner-centred pedagogies in sub-Saharan African contexts is challenged by large class sizes, cultural values and beliefs, limited teacher knowledge and skills, and a lack of appropriate instructional materials. Although these challenges prevail in most HLIs in sub-Saharan Africa, it is possible with technology to teach large classes as if they are small.…”

Section: Ict Based Learning Practices For 21st Century Skills Among Ymentioning

confidence: 99%

Unlocking the Potential of ICT for Transformative Learning among Youth: A Path to 21st Century Competencies

Ndibalema

2020

Journal of Educational Technology and Online Learning

View full text Add to dashboard Cite

This paper reports the potentials of ICT in enhancing the acquisition of the 21 st Century skills among youth in Higher Learning Institutions (HLIs). Within this broad aim, the paper highlights the possibilities of engaging youth in transformative learning tasks through technology as a necessary pedagogical tool for improving digital competence. The study employed quantitative and qualitative strategies in which both an online survey questionnaire and Focus Group Discussion were used for data collection. The link to the online questionnaire was distributed through Edmodo Learning Management System (LMS). A total of 133 respondents were purposively sampled. The SPSS version 21 was used to run the mean score and present findings in a tabular form. The qualitative data from the FGD were subjected to framework analysis. The findings included the prevalence of youth with moderate technological competence at the mean score of 2.83 while some lacked exposure to market-driven programmes and industrial attachment. Instructors integrate ICT in their teaching though they use very minimal tasks to promote youth entrepreneurship skills. Again, there are several stumbling blocks to the 21 st Century skills acquisition. These include low accessibility of online resources, learning management systems, and unreliable internet. The paper concludes that deliberate efforts are required for critical investment in ICT at all levels of education. It recommends a collaborative approach among stakeholders in HLIs towards the acquisition of 21 st Century skills among youth.

show abstract