Department/Unit: School of Education
Qualifications: PhD, MEd (Didactics), Post graduate Diploma in Tertiary Education, Post graduate Diploma in Educational Management and Administration, Post graduate Diploma in Education, Master of Science (Grassland Science), Bachelor of Science (Botany and Zoology).
PhD Institution: Fort Hare
PhD dissertation title: Assessing the preparation, induction, and professional development experiences of teacher educators in Botswana and South Africa: Recommendations for an andragogically based model. A
Current research interests and projects: Educational Leadership, Adult Education, Tertiary Didactics, Graduate research supervision, Quality Assurance in Higher Education.
Selected publication 1: Kasozi, J.A. 2015. Assessing the preparation, induction, and professional development experiences of teacher educators in Botswana and South Africa: Recommendations for an andragogically based model. A PhD thesis submitted in fulfilment of the award for the Doctor in Philosophy in Education degree. Fort Hare University.
Selected publication 2: Kasozi, J.A. 2009. The implications for educational practice of pedagogical versus andragogical orientations of teacher educators in Botswana. A master’s in education dissertation. University of South Africa.
Selected publication 3: Kasozi, J.A, Mmabaledi S. (2022). Developing an indigenous graduate research supervision culture in an Open and Distance e-learning environment. Lessons from an ODeL programme. A paper accepted for the Tenth Pan-Commonwealth Forum on Open Learning (PCF10), 14 -16 September 2022. Commonwealth of Learning, Athabasca University ,Calgary, Canada.
Selected publication 4: Gaotlhobogwe M., Trivedi S., Kasozi J., Kebalepile T. (2022). Effectiveness of reception class teachers’ pedagogical approaches in delivering pre-primary curriculum – Evidence from practice South African Journal of Childhood Education. Vol 12, No 1 p. 1- 11.
Selected publication 5: Gbolagade Adekanmbi, Joseph Kasozi, Christinah Seabelo, and Changu Batisan, “Pre- and Post-COVID-19: Exploring Issues of Access in Higher Education in Botswana and Ghana,” in “African Universities and the COVID-19 Pandemic,” special issue, Alliance for African Partnership Perspectives (2021): 137-148.Published by Alliance for African Partnerships, Michigan State University.
Selected publication 6: Kasule, D., Mapolelo, D., Kasozi, J.A. (2019) A model for Continuing Professional Development of serving Primary School Teachers in Botswana. MOSENODI: Journal of the Botswana Educational Research Association. Vol. 22 No1.
Selected publication 7: Hulela K., Mukuni J, Abreh M.K, Kasozi J,A, Kraybill D. (2022) Transforming Tertiary Agricultural Education in Africa. In D. Kraybill J Lynam & A Ekwamu (Editors). Transforming Tertiary Agricultural Education in Africa. CAB International.
Selected publication 8: Kasozi, J. A, Elizabeth Mbengwa, E .B, Mothobi, M & Life, J. 2017. Professional Development through Self- initiated Practices: The Case of a College of Education in Botswana. African Journal of Pedagogy and Curriculum. Volume 4 (1) Pages: 65-77
Selected publication 9: Kasozi, J. A., van Rooy M.P. 2014.Teacher Educators’ Educational Orientations: Do they support learner centred education? African Journal of Pedagogy and Curriculum. Volume 1 (1) March 2014. Bloemfontein: SA.. Mimosa Education Services Press. Pages: 64 – 78.
Selected publication 10: Kasozi, J. A, Elizabeth Mbengwa, E .B, Mothobi, M & Life, J. 2017. Professional Development through Self- initiated Practices: The Case of a College of Education in Botswana. African Journal of Pedagogy and Curriculum. Volume 4 (1) Pages: 65-77
Capstone assignment title: Promoting ubuntu through Doctoral supervision
Capstone assignment abstract: This essay is anchored on the sub-theme Models and Approaches of doctoral supervision with an attempt to deliberate on the doctoral supervisor as a professional and doctoral supervision as a field of scholarship. An attempt is made to discuss the roles and responsibilities of a doctoral supervisor and the student as viewed through the lens of ubuntu as an educational philosophy. There is also an attempt to explicate doctoral supervision anchored on ubuntu from other models that are informed by philosophies that are not African. The essay is in part a response to Sefhoto’s (2018:551) recommendation that PhD supervision be geared towards developing homegrown models and theories for resolving teaching and learning problems as well as making in-roads into socio-economic development. The essay has several sections starting with a discussion on what doctoral supervision is, and the problems associated with it. This leads into outlining the models of supervision namely the traditional and the contemporary. The introductory section concludes with a discussion of the philosophies underpinning doctoral supervision. In the second section, there is an exposition of ubuntu as a philosophy for higher education and specifically for doctoral supervision especially as it relates to mentoring approaches. There is also a brief discussion on the place of technology in doctoral supervision against an ubuntu perspective. The essay concludes with suggestions on how higher education institutions can embrace ubuntu in doctoral supervision studies.
