Grounded theory is one of the methodologies that have been widely used in qualitative research. However, researchers, especially inexperienced ones have not been sure about its use in the process of the data collection and analysis. The uncertainty arises mainly from the differences that have emerged between Barney G. Glaser and Anselm L. Strauss who previously pioneered grounded theory together. Using the researcher's own PhD study, this paper seeks to show that grounded theory can be adapted to suit studies being undertaken. It demonstrates that there is no one way of undertaking grounded theory studies, and that the initial approach by Glaser and Strauss was never intended to be dogmatic. The paper shows that while there are common elements across most approaches of grounded theory, theorists and users of this approach have applied it differently. Therefore, this suggests that researchers can adopt and adapt the grounded theory approach for their own research.

<p style="text-align:justify">Different forms of the performance management system have been implemented in many countries for some years. As in other countries, in 1999 the government of Botswana took a decision to implement a performance management system (PMS) across the entire public service including schools. The government explained the purpose for which this reform was being implemented. Using grounded theory, school heads, deputy school heads and heads of houses in twenty-two of the twenty-seven schools were interviewed about senior management team’s perceptions of the implementation process in senior secondary schools in Botswana. These members of the senior management team are responsible for the implementation process of the PMS in schools. This paper looks at participants’ perceptions regarding the expected benefits of the PMS in senior secondary schools.</p>

The performance management system in different forms has been in existence in many countries for some years. In 1999 Botswana like other countries decided to implement a performance management system (PMS) across the entire public service including schools. At its introduction, the government explained the purpose for which this reform was being implemented. Drawing on a grounded theory study about school management's perceptions of the implementation process in senior secondary schools in Botswana, school heads, deputy school heads and heads of houses in twenty-two of the twenty-seven schools were interviewed. The implementation process of the PMS in schools is primarily the responsibility of these management team members. This paper, part of a bigger study conducted to investigate perceptions about the implementation of the performance management system in senior secondary schools in Botswana, explores factors that may have caused senior management to be dissatisfied with their capacity to implement the PMS.

The idea of involving parents in the school system is universal and as old as the history and philosophy of education itself. This study investigated the public school headteachers' experiences and perceptions about the level of parental involvement in the public primary school system in Botswana. The theories guiding this study are that of Epstein's three spheres of influence and Hoover-Dempsey and Sandler's model of three level construct. A quantitative design through a medium of a questionnaire for data collection was employed. Out of a total 745 headteachers of public or government primary schools, 63.4% responded to the questionnaire. An important result of the study is that there is minimal parental support especially in rural and remote areas and in boarding primary school system in Botswana. Three recommendations of this study are, the creation of a parent education programme, a policy for the support and participation of parents of children in boarding schools, and further research to tap on the voices of the parents.

Grounded in the theoretical framework of socio-emotional selectivity theory (SST), this study investigated how the socio-emotional, academic and economic experiences of adult learners in the Primary Education in the University of Botswana affected their academic engagement. This was motivated by the trend of gradual enrolment decline observed by the researchers given the fact that the staff members are not trained as adult educators. The populations of the study were students of the DPE programmes of study The sample involved ten participants in year 3, ten in year 4 -five participants per each of the two bachelors of education (B Ed) degree programmes and five participants in the masters of education (M Ed) degree programme. These participants were selected through opportunistic and convenience method. The result of the study reveals varied challenges that affect learners' pedagogical expectations and social experiences in the university programmes at both undergraduate and graduate. While they expect to acquire new skills and knowledge for improved work environment when they complete their studies, the academic environment leaves much to be desired.

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Abstract

Many universities across the world offer full time programmes not only to younger students directly from formal basic education programmes such as secondary schooling but also to in-service or adult learners. In-service learners are serving or non-serving but experienced and mature students who are afforded an opportunity to enrol in full-time or part-time programmes. As such, higher education institutions are inevitably challenged to service both younger and adult learners under one roof. Exploring challenges faced by adult learners in higher education institutions full-time programmes can therefore no longer be ignored in many developing countries. Some institutions may have taken a more transformative move to create an adult learners' responsive academic environment, while others may have not. Based