godson gatsha

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Dr. Godson Gatsha has just over 34 years working experience in both conventional and open and distance learning (ODL) environments. He has served as an External Examiner PhD Theses since 2015. He has worked as an ODL practitioner
Address: Botswana

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George K. # Zarifis

Aristotle University of Thessaloniki

Jo Tondeur

Vrije Universiteit Brussel

Andrea Hellman

Missouri State University

Markku S. Hannula

University of Helsinki

Armando Marques-Guedes

UNL - New University of Lisbon

Kathleen (Kathy) Clark

Florida State University

Andrew W Wilkins

Goldsmiths, University of London

Tiffany Jones

Macquarie University

Christine Sleeter

California State University, Monterey Bay

Milan Stančić

University of Belgrade

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Papers by godson gatsha

Tutoring Deeply Marginalised Distance Learners: Challenges and Achievements

Commonwealth of Learning (COL), 2008

Widening Access to Education in the Commonwealth: what have we learned?

Learning support: cross-cutting curriculum experiences of remote distance learners from marginalised communities in Botswana

Learning support: cross-cutting curriculum experiences of remote distance learners from marginali... more Learning support: cross-cutting curriculum experiences of remote distance learners from marginalised communities in Botswana Godson Gatsha (PhD) Presented at conference by Thabo Chawapa Abstract This studied explored experiences of remote learners from marginalised communities in Botswana using interviews and study of official documents. Three cross-cutting curriculum issues emerged: the language of instruction, the range of subjects offered and the learning materials. There was also tension between the national curriculum and distance learners’ aspirations that arose from the failure of the curriculum to address the needs of remote distance learners equitably. Firstly, remote distance learners from marginalised communities could not make connections with the curriculum as examples used were not from their environment. Secondly the range of subjects offered limit their aspirations as it does not enable them to attain careers in pure science related subjects nor in information and co...

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Learner support: reflections on paradigms, models and pedagogical approaches for 21st Century learners in Higher Education

Handbook for the Commonwealth of Learning Review and Imrpovement Model (COL RIM)

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 infor... more 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 ...

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Learning support : perceptions and experiences of remote distance learners from marginalised communities in Botswana

This study pertains to the provision of learning support to remote distance learners from the Bas... more This study pertains to the provision of learning support to remote distance learners from the Basarwa and Bakgalagadi communities in Botswana who enrolled for a secondary school-leaving certificate. The purpose of this case study was to document these learners’ perceptions and experiences of learning at a distance and to improve service delivery. The literature on distance learning support emphasises the importance of making learners’ voices audible as these help gauge the efficacy of learning support. The study was informed by an interpretive paradigm using a mixed-methods approach and is underpinned by Holmberg’ theory of conversational learning (2003). Qualitative data methods collection involved semi-structured interviews, journals, document analysis and observations while a questionnaire provided nested quantitative data. Data sets were triangulated and trustworthiness was enhanced by using Atlas.ti® for qualitative analysis and SAS version 8 software to generate percentages. T...

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Nomadic education in the Commonwealth A review of obligations

The Commonwealth of Learning Review and Improvement Model for Higher Education institutions

Advancing Research in Commonwealth Africa: some reflections

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Learning support: perceptions and experiences of remote distance learners from marginalised communities in Botswana

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Managing and Enhancing ICT Uptake in Rural Communities in Botswana

Cases on Developing Countries and Ict …, 2011

This chapter focuses on the management of Information and Communication Technology (ICT) deployed... more This chapter focuses on the management of Information and Communication Technology (ICT) deployed in rural communities in Botswana to ensure its effective and efficient utilisation in order to improve the quality of life of the rural people. The key for ICT to reach rural communities and satisfy their needs lies with the availability of the telecommunication infrastructure. ICT rural service centres help connect the rural communities to the global village. One of the critical steps in the management of the uptake of ICT in rural communities is a strategic plan driven by village development committees (VDCs). This is expected to facilitate ownership and accountability of the recipients of ICTs. It empowers the communities and establishes keen interest in the uptake of ICT by male and female, old and young. Community centred development is enhanced when the communities themselves are involved right from the conception of ICT initiatives. Communities are more likely to tap into their indigenous knowledge systems to craft strategies that can minimise the digital phobia, hence, increase the ICT uptake by all age groups. Ultimately this arrangement can ensure gender parity. The increase in ICT uptake by rural communities has the potential to close the digital divide between urban and rural areas in Botswana.

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Open Schooling in the 21st Century

... achieved. Sir John Daniel President and CEO, Commonwealth of Learning Page 8. Page 9. ix ... ... more

Tutoring Deeply Marginalised Distance Learners: Challenges and Achievements

Commonwealth of Learning (COL), 2008

Widening Access to Education in the Commonwealth: what have we learned?

Learning support: cross-cutting curriculum experiences of remote distance learners from marginalised communities in Botswana

Download

Learner support: reflections on paradigms, models and pedagogical approaches for 21st Century learners in Higher Education

Handbook for the Commonwealth of Learning Review and Imrpovement Model (COL RIM)

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

Download