Rethinking Socio-economic and Political Institutions in Botswana in Light of HIV, the “Green Movement” and Globalization
Botswana, a prosperous stable democracy in southern Africa is at a cross road. The Green Movement demands that it promote sustainable development while curtailing an increasingly high HIV infection rate that leaves many of its children parentless, Batswanas with a sense of hopelessness, strained human and financial resources from high death rates, and expensive universal retroviral drug programs. Botswana’s children are burdened with emotional scars from AIDS and some have no hope of enjoying the prosperity of their homeland so they drop out of school. Such a waste of future human capital is counterproductive when Botswana depends on foreign human, managerial, agricultural and other technical expertise. Dependence on highly paid foreigners has led to resentment among Batswana’s poor (over 50% of the population) and contradicts Botswana's quest for sustainable development. Resentment may become a destabilizing force and needs to be addressed in a manner that is best for the country and its people. Botswana needs to redesign and deliver social institutions,policies, and programs that will safeguard its children and its future.
||Africa, AIDS, America, Botswana, HIV, Economic Development, Emerging Democracy, Educational Reform, Experiential Learning, Failed economies, Globalization, Green Movement, Social Institutions Reform, Successful Economies, Sustainable Development, Tocqueville, Traditional Development, Political Stability
International Journal of Interdisciplinary Social Sciences, Volume 5, Issue 8, pp.435-448.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 690.835KB).
Lecturer, Department of Educational Foundations, Dewey Educational Group, Whitewater, WI, USA
Shirley Kelly holds five degrees including a doctorate in Educational Psychology, a MBA in Finance and Strategic Planning, and a Bachelor’s degree in Biochemistry and Human Biology. She holds memberships in the American Psychological Association, the Society for Research in Child Development, the Mid-Western Educational Research Association, and the Association of Educational Researchers of Ontario. Dr. Kelly believes that social institutions and progressive policies are instrumental to advance the welfare of a nation and its people. Hence, the process of crafting policies to transform social institutions must be done with great care and forethought and should take into account the short-term and long-term effects any proposed policy may have on a nation and its people. Dr. Kelly’s work focuses on enhancing student achievement and promoting equity in educational outcomes between social groupings of students at the national and international levels. Over the course of her teaching career, Dr. Kelly has taught Chemistry and Physics at St. Clair College; Economics, Financial Management, Accounting, Project Management, and QuickBooks at IBT College; and Educational Psychology, Human Development, Child Development, Measurement and Assessment, Management of Disruptive Classroom Behaviors, and Techniques of Research at the University of Wisconsin-Whitewater. She lives with her three children.
There are currently no reviews of this product.
Write a Review