This dissertation attempts to identify the aims of Religious Education in Lesotho secondary schools. The time of missionary .enterprise in the Nineteenth Century has been followed in the second half of the Twentieth Century by dynamic political and socioeconomic change. This period is marked by considerable uncertainty about the aims of religious education. This is a descriptive study, and uses relevant literature to find what could be acceptable, appropriate aims for the teaching u. religion in Lesotho, Chapters 1 to 4 establish that the more common but questionable aims of religious instruction in Lesotho secondary schools can be traced back to the era of evangelization in tne last century. A review of the literature follows. In Chapters 5 and 6 the idea of conversion and morality as the aims of religious education is dismissed, leaving Education as the only possible aim. The climax, in Chapter 7, presents the opposing views of writers on religious education on the issue: Can religion be taught os part of education or not? Has it a place in the school curriculum? The debate arises from this discussion. In support of its argument, to is study draws much from the concept of education as described by R, S. Peters, and P. H. Hirst. It concludes that religious studies can be educational despite religion's epistemic problem. With Lesotho's educational situation in view, the study selects the medial, instructional a litis which can contribute toward the attainment of this primary and general aim* namely Education.

This thesis was undertaken with the purpose of developing a program in Community Adult Education in Lesotoho. The methodology employed by the writer included review of community and adult education patterns in the U.S.A., selected countries of Africa and the Unesco’s perspectives of adult education in developing nations. In addition, the methodology included personal interviews of certain specialists in Community and Adult Education.This thesis has discussed the community adult education patterns which appeared adaptable to Lesotho and suggested recommendations for further research in the area of Community Adult Education.

The United Nations Declaration of Human Rights has as one of its components and the world call to achieve education for all has led to a number of countries' introduction of Free Education. In Lesotho the call was heeded with the introduction of the Free Primary Education Programme in phases as from the year 2000. It was with the advent of the Free Primary Education Programme that a number of adults who never had formal schooling and or who had very little schooling took advantage and enrolled in the mainstream of primary education. This study therefore investigates the teaching and learning processes of adult learners in the mainstream of primary education where the curriculum is designed for the school age learners. It consists of the in-depth investigations of three primary schools in the Southern districts of Lesotho namely Moyeni Primary and Zibandayo Primary in the district of Quthing; and Naleli Primary in the district of Mohales'hoek; This study also investigates how these schools handled the education of adult learners while still not compromising the tuition of the school age learners. It also tried to find solutions as to how best the tuition of the adult learners could be handled so as to benefit them and the country as a whole. / Thesis (M.Ed.)-University of Natal, 2002.

Whenever two or more people from different cultures interact in an educational environment learning and teaching can be affected either positively or negatively. The study sought to establish the link between intercultural differences and optimal teaching and learning environments. The aim of the study was therefore to enhance teaching and learning environments through improved intercultural understanding. The research was based on the qualitative approach. The research design that was used in the execution of the study was a case study. The data collection methods that were used were focus group discussions, interviews and observation. The study found that there are some intercultural experiences that either enhance or inhibit educational equality and quality. These are medium of instruction (English Language), availability and accessibility of learning resources and parental support. It was also concluded that acts of discrimination alone cannot affect the performance of learners but, rather, a combination of other intercultural influences play a role. Moreover, the study found that language can be used as a tool to promote respect for humanity as it was singled out as one of the factors that inhibit respect for others. In promoting tolerance towards each other, the study found that negative self-esteem, seen mostly with the under privileged learners, affects negatively their ability in tolerating each other. In addition, encouraging participation of learners in sport and group activities emerged as some of the pursuits that can promote tolerance amongst learners from different cultural backgrounds. The strategies to enhance optimal teaching and learning that were revealed by the study are: repetition of lessons by teachers; motivating and appreciating learners; monitoring classroom dynamics; creating social clubs; training teachers on cultural diversity (inclusive of communication); acknowledging, valuing and celebrating cultural differences; declaring English as an elective subject; unlimited access to the internet and library; and promoting parental involvement in the education of their children.

This study examines how paralegal training in Lesotho was designed and managed. It analyses the content of the training and methods used. An assessment is made of how the participants used the training in the field. Since the inception of paralegal training in 1993 in Lesotho, no systematic and consolidated analysis lias been done to present a story on the existence o f the paralegal training programme. Paralegal training in this context is defined as the training of community-based people who are given skills to help disadvantaged individuals and groups to fight for thcirrights through the legal system. The legal profession adopted the use o f "barefoot lawyers" to address the imbalance in the accessibility o f legal services and facilities. Internationally the use of paralegals has taken root. In Lesotho the use of paralegals is fairly new, so there is the need to explore mis approach. There are two organisadons involved in paralegal training - the Community Legal Resource and Advice Centre (CLRAC) and the Lesotho Federation of Women Lawyers (FIDA). Both serve urban and rural populations. Lesotho being a case in point, this is a study aimed at obtaining in-depth information to highlight the paralegal training programme in Lesotho. It sought to ask critical questions about who were recruited as paralegal trainees, which topics were handled in the paralegal training programme, what training methods were used and what responsibilities paralegals fulfil after training. The outcome of this study has already contributed towards establishing a common content and methodology by presenting a systematic analysis of differences and common issues. The methods used to compile the Lesotho case study of paralegal training were reference to files and reports kept by CLRAC and FIDA,in house interviews and observations and interviews with paralegals and village leaders. Forty paralegals, who were trained by the two organisations, were involved in the study. They were identified from the districts o f Module's Hock, Mafeteng, Thaba-Tseka, (the three districts where CLRAC operates), Teyateyaneng and Quthing (two o f the three districts where FIDA operates). An interview schedule was developed which was used lo collect the information from the different respondents who were available during data collection phase of the study. The outcome of this study is that paralegal work is useful. There is the need to train more people as paralegals and to design the paralegal training programme in such a way that it responds to problems within a given context of rural and urban settings.

The dissertation is a review and comparison of the programmes for adult education (AE) in South Africa and Lesotho. The two countries share some historical affinities and are geographically contiguous. Thus much can be learnt from a comparative analysis of the two. An extensive description of the two countries' strategies of AE is made and how these have evolved over the years. Much library-based research was carried out with respect to the position of AE in South Africa. In addition, some field work was also undertaken. This focussed mainly on the valuable role played by the South African Committee for Higher Education (SACHED). Interviews with the Director: Kwazulu Natal - South Africa (lan Mkize), shed light on the work done by SACHED in the past and the direction it would be following in the future. It is a fact that this body is the foremost Non-Government Organisation (NGO) in South Africa in the field of AE. SACHED has also played an important role by making submissions which assisted with the drawing up of the Government White Paper on Education and Training. One of the important programs that SACHED is engaged in currently with is ASECA (A Secondary Education Curriculum for Adults). In conversations with the then ASECA Regional Co-ordinator, Dhaya Sewduth, the success of the implementation of ASECA was already evident. It seems clear that since the program has been so well received, the number of students enrolled is set to exceed all expectations. The researcher obtained a great deal of information from the NEPI Reports - especially those concerning Adult Education and Adult Basic Education. These Reports have been the result of great debate and research by some of the best academics and practitioners in the field. All the resources, whether primary or secondary, enable one to make a few generalised conclusions: - black education has suffered from centuries of neglect by the government of the day - as a result, huge backlogs exist in schools, equipment and personnel - although there is some disagreement as to the exact figure, the illiteracy rate among the adult population (i.e. in the age group 20 years or older) is very high - 31% according to the Development Bank of Southern Africa (DBSA) (1993; 6). - present provision is grossly insufficient - greater funding is urgently required from state, the corporate sector and NGO’s - the current poor state of education with the resultant high drop out rate means that AE will remain a priority for some years to come - AE can be a valuable way of affirming the previously disadvantaged communities enabling them to take their rightful places in mainstream society The AE experience in Lesotho was examined from a different perspective. Much time was physically spent in Lesotho and information was obtained from a wide spectrum of service providers and role players. The Institute of Extra Mural Studies (IEMS) of the National University of Lesotho (NUL) is one of the main role players in AE. Thus much time was spent here collecting information and interviewing the key personnel. It became clear from these interactions that IEMS has direction and foresight and is clearly focussed on its central task - it sees itself not only as a trainer of AE but it also trains the trainers. One of the main drawbacks is the lack of funds. A most encouraging feature is that the rural areas are not neglected and receive their fair share of attention. The situation in South Africa is opposite to that in Lesotho and rural areas suffer from abject neglect. The Lesotho Distance Teaching Centre (LDTC) is mainly concerned with preparing students to pass exams on a part-time basis (Std 6, Std 8 and Cambridge Overseas School Certificate - COSC). However, it is also involved in AE and literacy work. Although the Centre clearly does sterling work in its chosen field, it does suffer from certain handicaps - the chief of these being insufficient funds to carry out all its desired projects and a very high staff turnover (mainly because of poor salaries). As a result, staff use the Centre as a starting point to obtain better paying portions in other departments of the public service. The Lesotho Association for Non Formal Education (LANFE) has a large number of affiliates from different parts of the country. The Organisation survives completely on funding provided by DVV (German Adult Education Association). Although LANFE does provide some training and a window for goods produced by members, it is completely at the mercy of donor funding and is unable to find ways of generating funds on its own in any other way. A matter of immediate concern is that DVV is currently to end its funding in 1996. A characteristic feature of Lesotho is the large variety of NGO's operating in Lesotho because of the great poverty of the country. Greater co-ordination is necessary to prevent duplication of infrastructure and services. Such resources are sadly wasted in a country where this should not be allowed to happen. The poor state of full time schooling, especially primary education, is such that there will be high drop out rates for some time to come. Thus the provision of AE will be a continuing necessity. Lesotho has a wide diversity of service providers in the NGO sector. A strong point in favour of positive results from AE is the hemogenous nature of the population who speak a common language. South Africa on the hand has a wide diversity of people of different tribes, languages and cultural persuasions. Some of the main lessons that South Africa can learn from Lesotho are : - greater commitment from government regarding AE. - greater amount of improvement attached to AE so that it features more permanently in the agendas and budgets. - greater penetration of AE programs in the rural areas. - increased funding. - AE should be given greater prominence in the RDP budget. - AE could become an important tool to affirm the previously disadvantaged and correct some its worst excesses. Lesotho can also benefit from the South African experience. One way could be by the establishment of Departments of Adult Basic Education and Training (ABET). The AE experience in South Africa up to date has been a sad saga of grossly insufficient provision on a small scale for a potential number running into many millions. Finally, greater commitment and resources are necessary from the state and the donor communities. However, there must be better co-ordination to prevent duplication and to allow for economies of scale. / Thesis (MPA)-University of Durban-Westville, 1995.

Abstract not available. / Thesis (M.Ed.) - University of Natal, 2003.

There is a concern in Lesotho about inequalities in different sectors including inequalities that exist between females and males in schools. Closing the gender gap between males and females, girls and boys is the government's priority, hence the recent Gender and Development Policy, 2002. The project was conducted with the purpose of exploring the reasons that contribute to pupils' gendered performance in mathematics. In this regard, the focus was put on reasons behind girls' poor performance in mathematics. This report presents and discusses the results of a research which was conducted in Qacha's Nek - Lesotho. The project made some observations based on the questionnaire data gathered from four primary schools. The data provided some useful insights into girls' attitudes, behavior and perceptions towards mathematics, and it also provided insights into teachers' attitudes, expectations and perceptions about girls and their learning of mathematics. The research also provided evidence that there are different social factors that contribute to girls' poor performance in mathematics. Some of those factors concern parents, teachers, classroom process, peers and girls themselves. The analysis of the results and subsequent discussion suggests reasons that may be useful in terms of helping to explain pupils' gendered performance in mathematics and in the continued search for strategies that could improve girls' poor performance in this subject. Schools could be creative in the strategies that they can adopt to tackle gender differences. With this in mind, teachers and pupils were asked to suggest possible solutions that could be employed in trying to combat the problem of the gendered performance in mathematics hence noticeable improvement in girls' performance in this subject. / Thesis (M.Ed.)-University of Natal, Durban, 2002.

This study attempts to broaden the knowledge and understanding of issues of sexual harassment experienced by girls in a high school in Lesotho. It does this by focussing on Form D girls in one high school in Maseru, here referred as Fora High School; and consequently how they cope with it. The study locates itself as concerned with gender justice. It assumes that it constitutes a discursive position that contrasts and opposes dominant patriarchal discourses. It sets out also to establish to what extent sexual harassment occurred and how it was perceived by those that experience it. It is a qualitative study that employs narratives and observation as the research methods. To achieve this, a module that introduced concepts of sexuality and sexual harassment preceded the data collection. Although the study was confined to Form D girls and did not include all the girls in this school, findings reveal that girls in this class experienced and observed sexual harassment in this school and more specifically in the classroom than anywhere else. Teachers were the major perpetrators of sexual harassment. Studying the narratives presented as data, physical harassment was the most frequently reported form of harassment. When such behaviours are reported, teachers ignore it and this suggests that they 'normalise' sexual harassment and thus reinforce dominant patriarchal discourses of hegemonic masculinity. Based on the participants' narratives and also arguing from the discursive position of gender justice, recommendations are suggested for this school and others to introduce sexuality and sex education in an attempt to make schools more equitable places for girls. It proposes that educational policies and curricular development more generally be revisited and to ensure that they are addressing sexuality education and therefore sexual violence particularly. / Thesis (M.Ed.) - University of Natal, Durban, 2002.

This study examined how the Lesotho Education Act of 1995 was initiated, formulated and implemented. In addition, the study investigated teachers' perceptions of the impact of the Act on them. The study was conducted through stakeholder interviews, school visits and an examination of official documents, education reports and minutes of meetings. First, the study has established that the Act was initiated to phase out churches from school management in church schools, contrary to its stated objectives of promoting education. Second, the process of formulating and implementing the Act was bureaucratic and lacked coherence, sustainability and political consensus. Third, the Act has left teachers disillusioned and feeling disempowered by not accommodating their representation in structures dealing with their employment, conditions of service, promotion and demotion, transfer, discipline, dismissal, and designing the national curriculum. It has no provision for them to unionise, and does not even bind the employing authority to allow them to influence policies at national level. Fourth, on the provision of education, the Act is seemingly inconsistent with the national Constitution and other conventions on the Rights of Child and conventions which Lesotho signed. Contrary to them, the Act makes the provision of education in Lesotho circumstantial. Keywords: Lesotho Education Act 1995, Lesotho Education Stakeholders, Lesotho Church Education, Lesotho government and churches, Lesotho Teachers,