Tonic Maruatona
Biographic Data
| ID | 5818892 |
|---|---|
| NAME | Tonic Maruatona |
| GIVEN NAMES | Tonic |
| FAMILY NAME | Maruatona |
| SIGNATURE | MARUATONA T |
| AFFILIATIONS | University of Botswana |
| ORCID | 0000-0001-7578-4354 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 20 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
A critical review of Unesco’s influence on lifelong learning and environmental education delivery in Botswana
The paper analyses Botswana’s efforts to deliver lifelong learning and environmental education for the past five decades, following the 1972 Faure report and subsequent UNESCO reports. The 1972 UNESCO report of the International Commission on the Development of Education raised crucial issues about the need for provision of lifelong learning and creating environmental awareness. It observed that technological development led to environmental dete…
Researching inequality and lifelong education from 1982 to 2020
This article explores the International Journal of Lifelong Education archives in the period 1982–2020. We analyse how the Journal engages with the issue of inequality. This is accomplished by systematically identifying relevant articles within the archives, and reviewing these whilst taking account of the societal, cultural and political or economic contexts in which they were written. Most articles identified for review focused on specific disa…
Mapping the field of adult and continuing education
Beginning from the 1960s, North America has been supplying the world with a special kind of literature on adult and continuing education. This special literature comes in the form of landmark publi
What has Ghana Got That We Haven't?’ Party Politics and Anti-Colonialism in Botswana, 1960–66
This short piece is a response to James Kirby’s article entitled ‘“What has Ghana Got That We Haven't?” Party Politics and Anti-Colonialism in Botswana, 1960–66’. Contrary to Kirby, who is oblivious of the political economy of colonialism, and how this reality informed the decolonisation processes, we argue that the transfer of power in the Bechuanaland Protectorate was designed to preserve British economic interests under the pro-British Bechuan…
African philosophy of education reconsidered
The book contributes immensely to the discourse on African philosophy of Education and bridges the conceptual and practical gap between traditional ethnophilosophy and scientific African philosophy
Education Quality and Social Justice in the Global South
Learning Participation and Choice
Edited by Lois Gladdish (NIACE, Leicester, 2010), 88 pp., £29.95 (pbk), ISBN 978-1-86201-194-6 The illusive line dividing theory and practice in lifelong learning continues to elude theorists and p
Delivering lifelong learning for sustainable development in Southern Africa
Southern African Development Community (SADC) nations in principle endorse lifelong learning (LLL) as a useful framework for sustainable development. However, in spite of the rhetoric, only a few member states such as South Africa, Botswana and Namibia have officially endorsed LLL in their educational policies. The sub-region is plagued by social atrocities such as HIV/AIDS, capacity poverty, low quality education, global marginalization, ineffec…
International Perspectives on Competence Development
Reflections on Policies for Mass Literacy Education in Sub-Saharan Africa
Lifelong learning for facilitating democratic participation in Africa
Lifelong learning has come to be internationally recognized as a framework in the development of sustainable education. However, in spite of rhetoric and its endorsement in some nations’ policy documents, lifelong learning is not operationalized and Africa continues to be plagued by social maladies such as HIV/AIDS, capacity poverty, low quality education, global marginalization and ineffective governance. The article argues that post‐colonial Af…
Adult Education, Deliberative Democracy and Social Re-engagement in Africa
While the western powers credit globalization with facilitating development, Africa continues to face challenges such as poverty, low quality education, HIV/AIDS, and ineffective governance. This article provides an overview of African development since independence arguing that the African states shifted from their service-based policy agenda of the 1960s during the boom and bust period in the 1970s and 1980s, experienced the drastic effects of …
Gender and minority issues in planning literacy education in Botswana
This empirical paper demonstrates that in spite of being a multiethnic society, literacy education in Botswana has ignored gender and cultural diversity. It demonstrates how planners endorsed a technocratic view of planning, emphasizing their curriculum expertise instead of learners’ realities. The article argues that planners systematically ignored gender and minority issues through assuming that learners shared common concerns and that they are…
Adult literacy education in Botswana
This article explores how planning the Botswana National Literacy Programme aided the state in maintaining its power and control over the past two decades. Using critical educational theory as the theoretical framework, it demonstrates how the planning of literacy education promotes conventional views of literacy and perpetuates state hegemony. It analyses how educational planners addressed competing choices of language, audience, and instruction…
State hegemony and the planning and implementation of literacy education in Botswana
Adult education and the empowerment of civil society
The paper examines the potential role of adult education in the empowerment of civil society in Botswana. It shows that adult education can be instrumental in the empowerment of trade unions as organs of civil society in a liberal democracy. It argues that the country's democratic tradition can be sustained by a strong civil society. The paper traces the history of trade unions in Botswana showing that the state has mostly weakened them through l…
A departure from the past? Extension workers and participatory rural development
This article addresses the question of whether extension workers can change their attitudes and practices in order to promote participatory rural development by considering the case of Botswana. It discusses the emergent participatory extension paradigm which uses techniques such as participatory rural appraisal (PRA). It describes the new community‐based strategy for rural development in Botswana which includes the expectation that the extension…
Adult education and the empowerment of civil society
The paper examines the potential role of adult education in the empowerment of civil society in Botswana. It shows that adult education can be instrumental in the empowerment of trade unions as organs of civil society in a liberal democracy. It argues that the country's democratic tradition can be sustained by a strong civil society. The paper traces the history of trade unions in Botswana showing that the state has mostly weakened them through l…
Adult literacy education in Botswana
This article explores how planning the Botswana National Literacy Programme aided the state in maintaining its power and control over the past two decades. Using critical educational theory as the theoretical framework, it demonstrates how the planning of literacy education promotes conventional views of literacy and perpetuates state hegemony. It analyses how educational planners addressed competing choices of language, audience, and instruction…
A departure from the past? Extension workers and participatory rural development
This article addresses the question of whether extension workers can change their attitudes and practices in order to promote participatory rural development by considering the case of Botswana. It discusses the emergent participatory extension paradigm which uses techniques such as participatory rural appraisal (PRA). It describes the new community‐based strategy for rural development in Botswana which includes the expectation that the extension…
What has Ghana Got That We Haven't?’ Party Politics and Anti-Colonialism in Botswana, 1960–66
This short piece is a response to James Kirby’s article entitled ‘“What has Ghana Got That We Haven't?” Party Politics and Anti-Colonialism in Botswana, 1960–66’. Contrary to Kirby, who is oblivious of the political economy of colonialism, and how this reality informed the decolonisation processes, we argue that the transfer of power in the Bechuanaland Protectorate was designed to preserve British economic interests under the pro-British Bechuan…
Gender and minority issues in planning literacy education in Botswana
This empirical paper demonstrates that in spite of being a multiethnic society, literacy education in Botswana has ignored gender and cultural diversity. It demonstrates how planners endorsed a technocratic view of planning, emphasizing their curriculum expertise instead of learners’ realities. The article argues that planners systematically ignored gender and minority issues through assuming that learners shared common concerns and that they are…
Delivering lifelong learning for sustainable development in Southern Africa
Southern African Development Community (SADC) nations in principle endorse lifelong learning (LLL) as a useful framework for sustainable development. However, in spite of the rhetoric, only a few member states such as South Africa, Botswana and Namibia have officially endorsed LLL in their educational policies. The sub-region is plagued by social atrocities such as HIV/AIDS, capacity poverty, low quality education, global marginalization, ineffec…
Reflections on Policies for Mass Literacy Education in Sub-Saharan Africa
Lifelong learning for facilitating democratic participation in Africa
Lifelong learning has come to be internationally recognized as a framework in the development of sustainable education. However, in spite of rhetoric and its endorsement in some nations’ policy documents, lifelong learning is not operationalized and Africa continues to be plagued by social maladies such as HIV/AIDS, capacity poverty, low quality education, global marginalization and ineffective governance. The article argues that post‐colonial Af…
Adult Education, Deliberative Democracy and Social Re-engagement in Africa
While the western powers credit globalization with facilitating development, Africa continues to face challenges such as poverty, low quality education, HIV/AIDS, and ineffective governance. This article provides an overview of African development since independence arguing that the African states shifted from their service-based policy agenda of the 1960s during the boom and bust period in the 1970s and 1980s, experienced the drastic effects of …
A departure from the past? Extension workers and participatory rural development
This article addresses the question of whether extension workers can change their attitudes and practices in order to promote participatory rural development by considering the case of Botswana. It discusses the emergent participatory extension paradigm which uses techniques such as participatory rural appraisal (PRA). It describes the new community‐based strategy for rural development in Botswana which includes the expectation that the extension…
Adult education and the empowerment of civil society
The paper examines the potential role of adult education in the empowerment of civil society in Botswana. It shows that adult education can be instrumental in the empowerment of trade unions as organs of civil society in a liberal democracy. It argues that the country's democratic tradition can be sustained by a strong civil society. The paper traces the history of trade unions in Botswana showing that the state has mostly weakened them through l…
State hegemony and the planning and implementation of literacy education in Botswana
Adult literacy education in Botswana
This article explores how planning the Botswana National Literacy Programme aided the state in maintaining its power and control over the past two decades. Using critical educational theory as the theoretical framework, it demonstrates how the planning of literacy education promotes conventional views of literacy and perpetuates state hegemony. It analyses how educational planners addressed competing choices of language, audience, and instruction…
Gender and minority issues in planning literacy education in Botswana
This empirical paper demonstrates that in spite of being a multiethnic society, literacy education in Botswana has ignored gender and cultural diversity. It demonstrates how planners endorsed a technocratic view of planning, emphasizing their curriculum expertise instead of learners’ realities. The article argues that planners systematically ignored gender and minority issues through assuming that learners shared common concerns and that they are…
Lifelong learning for facilitating democratic participation in Africa
Lifelong learning has come to be internationally recognized as a framework in the development of sustainable education. However, in spite of rhetoric and its endorsement in some nations’ policy documents, lifelong learning is not operationalized and Africa continues to be plagued by social maladies such as HIV/AIDS, capacity poverty, low quality education, global marginalization and ineffective governance. The article argues that post‐colonial Af…
Adult Education, Deliberative Democracy and Social Re-engagement in Africa
While the western powers credit globalization with facilitating development, Africa continues to face challenges such as poverty, low quality education, HIV/AIDS, and ineffective governance. This article provides an overview of African development since independence arguing that the African states shifted from their service-based policy agenda of the 1960s during the boom and bust period in the 1970s and 1980s, experienced the drastic effects of …
Reflections on Policies for Mass Literacy Education in Sub-Saharan Africa
International Perspectives on Competence Development
Learning Participation and Choice
Edited by Lois Gladdish (NIACE, Leicester, 2010), 88 pp., £29.95 (pbk), ISBN 978-1-86201-194-6 The illusive line dividing theory and practice in lifelong learning continues to elude theorists and p
Delivering lifelong learning for sustainable development in Southern Africa
Southern African Development Community (SADC) nations in principle endorse lifelong learning (LLL) as a useful framework for sustainable development. However, in spite of the rhetoric, only a few member states such as South Africa, Botswana and Namibia have officially endorsed LLL in their educational policies. The sub-region is plagued by social atrocities such as HIV/AIDS, capacity poverty, low quality education, global marginalization, ineffec…
Education Quality and Social Justice in the Global South
African philosophy of education reconsidered
The book contributes immensely to the discourse on African philosophy of Education and bridges the conceptual and practical gap between traditional ethnophilosophy and scientific African philosophy
What has Ghana Got That We Haven't?’ Party Politics and Anti-Colonialism in Botswana, 1960–66
This short piece is a response to James Kirby’s article entitled ‘“What has Ghana Got That We Haven't?” Party Politics and Anti-Colonialism in Botswana, 1960–66’. Contrary to Kirby, who is oblivious of the political economy of colonialism, and how this reality informed the decolonisation processes, we argue that the transfer of power in the Bechuanaland Protectorate was designed to preserve British economic interests under the pro-British Bechuan…
Mapping the field of adult and continuing education
Beginning from the 1960s, North America has been supplying the world with a special kind of literature on adult and continuing education. This special literature comes in the form of landmark publi
Researching inequality and lifelong education from 1982 to 2020
This article explores the International Journal of Lifelong Education archives in the period 1982–2020. We analyse how the Journal engages with the issue of inequality. This is accomplished by systematically identifying relevant articles within the archives, and reviewing these whilst taking account of the societal, cultural and political or economic contexts in which they were written. Most articles identified for review focused on specific disa…
A critical review of Unesco’s influence on lifelong learning and environmental education delivery in Botswana
The paper analyses Botswana’s efforts to deliver lifelong learning and environmental education for the past five decades, following the 1972 Faure report and subsequent UNESCO reports. The 1972 UNESCO report of the International Commission on the Development of Education raised crucial issues about the need for provision of lifelong learning and creating environmental awareness. It observed that technological development led to environmental dete…
Sociology (16 works) · Political science (14 works) · Economic growth (10 works) · Pedagogy (10 works) · Global Educational Policies and Reforms (8 works) · Economics (7 works) · Education Systems and Policy (7 works) · Law (7 works) · Politics (7 works) · Public Administration (7 works)