This study investigated the nature and extent of implementation of music education in Lesotho primary schools in Maseru district. A case study conducted focused on Mohokare LEC Primary School and Hoohlo ACL Primary School. The findings from the study suggest that teachers at both schools had a relatively positive attitude towards music education and that they think the subject area should be taught in their schools. However, they suggest that effective implementation of the subject is hampered by several structural, contextual and curricular factors in the education system and the schools themselves. For example, preparations for implementation of music education were not sufficient (e.g., human and other resources were not in place). Teachers were not adequately trained in the subject itself as well as in its pedagogy. This has implications for the Ministry of Education and Training (MoET) to strengthen pre-service and in-service music education. In addition, a clear music education policy should be drawn up to guide schools and district offices in the implementation of music education. This should be followed by a provision of adequate and appropriate resources needed for the process. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

The study explores barriers to learning and development experienced by learners at a rural school situated in Upper Tongaat, on the North Coast of KwaZulu-Natal. Qualitative research methodology, which took the form of a case study, was used. The barriers to learning that the learners at the school experienced were examined from the perspective of both the learners and teachers. Other social factors that may affect a learner's development such as poverty, poor health and poor living conditions were also explored. The data was gathered through semi-structured interviews and participant observation. Although policy documents such as the White Paper on Education and Training (1995) and the South African Schools Act (1996) emphasize the provision of quality basic education for all learners, the study found that learners at this rural school continue to be marginalized. Factors in this schooling context, such as the poor physical environment, overcrowded classrooms, inadequate teaching resources, lack of ongoing professional development, and socio-economic factors such as poverty and poor health care, impede access to the curriculum. The major challenge at the school is how areas such as school organization, ethos, curriculum, teacher development and community involvement can be improved so that the barriers to learning and development can be overcome. / Thesis (M.Ed.)-University of Natal, 1998.

This study attempts to explore, through a qualitative approach, teachers' attitudes towards curriculum change in general and OBE in particular as a curriculum innovation. Teachers' perceptions, understandings of and readiness to implement OBE are assessed. The research attempted to explore their problems and fears concerning their role in this process of curriculum change. Curriculum change as a process and outcomes-based education as a new innovation is explored in relation to the peculiarities or two schools in particular and the South African context in general. The argument centres around the past curriculum and the post (1994) curriculum in relation to outcomes based education and briefly considers what lies ahead for the future curriculum. The practicality of implementation in the present, in schools, like and similar to those in this study and the views of several scholars, especially those of Fullan (1982), Bishop (1986) and Jansen (1997) on the process of curriculum change is examined. The impact of politics on educational transformations in general and in the South African context in particular is debated. The role of curriculum change in such a milieu and the impact it has on the teacher as implementor is examined through the views of the participants in this case study. Socio-economic criteria also influences what happens within schools, and this study shows that poverty hampers the process of curriculum change. A case study approach was used so that, an in-depth study of the schools could be done. The study focused on how the teachers in two schools in Reservoir Hills are engaged in the actual implementation of OBE including the question of what in-service training they received and how effective and relevant it has been thus far. This study served as an enlightening exercise for myself. A discussion of the participants views and my own observations and recommendations are presented. The constraints I encountered and the limitations of such a study are also outlined. I hope that this study adds to the pool of research data that is rapidly developing, in this particular area of study in our context, and inspires others to further the research. / Thesis (M.Ed.)-University of Natal, Durban, 1998.

The Minister of Basic Education, Angie Motshekga, has stated that “the Annual National Assessment (ANA) results for 2011 are an indication that the education sector needs to focus even more on its core functions of quality learning and teaching”. ANA is the standardized national assessments for Languages and Mathematics in the intermediate phase (Grades 4-6) and in Literacy and Numeracy for the foundation phase (Grades One to Three). The Grade Six national average in Languages was 28%. Of these grade six learners, only 30% achieved above 35%. The Minister attributed these results to “an under-emphasis on the development of the basic skills for reading and writing”. In the school studied in this dissertation, the average percentage achievement in the ANA for learners from Grade Three to Grade Six was between 18% and 23% for languages. This data revealed that learners lacked basic writing skills. This dissertation explores and describes the experiences of three educators when teaching functional and creative writing. Data was collected through in-depth interviews. The three educators teach English at the school. The school is situated in a low socio-economic area of Cato Manor, near Durban. The findings indicate the need for educators to be specialists in the field of Languages and Mathematics in order to improve experiences of teaching and learning. Secondly, lack of sufficient resources, such as lack of the workbooks introduced by the Department of Education, hinder the teaching and learning process. Sustainability of professional development and teambuilding exercises leads to effective teaching and learning. Dewey (1933) revealed that reflection on experience leads to learning. Whole school reflective practice will improve experiences of the teaching and learning of creative and functional writing. There is a close link between challenges and experiences. The researcher in this study is working from the perspective that all teachers have positive and negative experiences. On the other hand not all teachers face challenges when teaching functional and creative writing. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

This study sought to explore teachers' experiences in teaching Mathematics and Science through second language in Standard 4 at rural primary schools in Lesotho. In addressing this purpose, a qualitative case study method of data production was used. The participants were four Standard 4 Mathematics and Science teachers from three selected schools. Qualitative data were collected through individual semi-structured interviews and lesson observations in the classroom. These were analyzed using a qualitative thematic approach. The study is informed by Vygotsky‟s social constructivist theory and Shulman‟s pedagogical content knowledge theory. The findings revealed that teachers experienced several challenges in teaching Mathematics and Science through second language in a transitional class. The greatest challenge that the participants experienced was the language that is used for instruction in Standard 4. According to the Educational Policy of the Government of Lesotho, English has been approved as the medium of instruction (MOI) from Standard 4 upwards. In Standards 1-3 pupils are taught in their mother tongue (Sesotho); thereafter the MOI changes to English. The participants reported that the shift from Sesotho to English posed a serious problem in the teaching and learning of Mathematics and Science in Standard 4. They further claimed that most pupils in Standard 4 do not proceed to the next class, since these two subjects are core subjects and the MOI makes passing them problematic. Teachers regularly employed code-switching as a strategy to make meaning for their pupils in their classrooms. It is recommended that the Government of Lesotho should consider changing the medium of instruction to English from Standard 1. It is also recommended that the inspectorate service should be decentralised and that one teacher at primary level should not teach all the subjects but teach according to specialisation. There should also be more regular in-service training of Mathematics and Science teachers. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.

In Lesotho the provision of education and care for learners with special educational needs was primarily the responsibility of non-governmental organizations, churches and individuals until the Lesotho Ministry of Education took an active interest in the early 1980s. Inclusive education has, since then, become a critical aspect of the Lesotho education system. This study explores educators' experiences in teaching learners with learning disabilities in three primary schools in Lesotho. Using a qualitative, descriptive and theoretical research design, the study employs a case study approach to answer the following questions: What are educators' understandings of learning disabilities in the classroom? What are the challenges that educators experience in teaching learners with learning disabilities? The data was collected from a sample of six educators from three primary schools (two educators from each school) through semi-structured interviews, observations, document reviews and questionnaires. The study revealed that the educators have not been properly prepared for implementation of the policy of inclusive education; this is reflected by their limited understanding of inclusive education. It also shows a weakness in dissemination of inclusive education policies as educators are not well trained, especially to assist learners with learning disabilities. The focus tended to be only on children with hearing impairment, sight impairment and physical disability. Therefore there is a need for the Lesotho Ministry of Education, not only to review the policy and curriculum of inclusive education, but also unpack the dissemination process so that it empowers and supports educators with knowledge and practical strategies. There are many learning disabilities which educators do not seem to know and the training of educators for the implementation of IE should address the issue. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.

No abstract available. / Thesis (M.Ed.)-University of Natal, 1999.

This thesis investigates the diagnostic review of aspects of management, with particular reference to perceptions of "quality" and criteria for "total quality". The system of education in South Africa faces grave problems: the collapse of the culture of teaching and learning, under-resourced schools and under qualified educational managers and educators. In this regard the new paradigm in managing schools known as Total Quality Management (TQM), was investigated in this thesis. Total Quality Management (TQM), is an approach which has great potential for the enhancement of public schooling in South Africa. School systems in South Africa now faces dramatic changes in the external environment. The TQM approach focuses in particular on leadership and people, and the comprehensive change to the theory and practice of management. This study, thus, tries to determine the nature and characteristics of TQM in the school through the review of literature, and to determine the elements of TQM that were identified in the school. The study further investigates if the strategies employed in schools are based on TQM principles and if it could be characterised as effective in terms of TQM. A literature study was undertaken to analyse TQM and to determine methods for implementing TQM in the school. The empirical research consists of two phases: a quantitative phase comprising the use of a self - completion questionnaire to determine to what the official position of the school is and to what extent the principal makes use of TQM, and a qualitative phase in which the key individuals of the school namely the principal, deputy principal and two heads of department participated in interviews to determine to what strategies the school use are based on TQM. The data collected from both the literature review and the empirical study was used to develop a strategy as a guide to improve school effectiveness through TQM. The main findings of this study reveals that there are identifiable characteristics of TQM in the school, although most educators could not identify with the philosophy of total quality management as an approach to managing the school. The study also finds that the strategies employed by the school's management team can be regarded as effective in terms of TQM. / Thesis (M.Ed.) - University of Natal, Durban, 2003.

This study sought to explore the management of teaching and learning resources in the context of free primary education in Lesotho primary schools. In addressing this purpose the qualitative methods of data production were used. The participants were the principals and teachers from three schools. Qualitative data was collected through individual semi structured interviews, observations and document analysis. This was analyzed using qualitative thematic approach. The findings showed that the schools studied had functional resource management committees. However the schools experienced a high shortage of resources. These resources largely come from the government but they are delivered late in most cases. Therefore teachers find themselves having to improvise and to use resources in turns. The study concludes that schools cannot rely on government alone in terms of teaching and learning resources. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

The aim of this study is to explore a team-based approach to leading and managing a rural primary school. A requirement in a team-based approach to make quality decisions and improvements in the school, comes from people working in harmony. In noting that teams are more effective than individuals, this study explores how a team-based approach to leading and managing schools plays itself out in a rural primary school. The objectives of this study were to determine how a team-based approach is operationalised in a rural primary school and to determine the challenges and possibilities associated with a team-based approach. The study employed an interpretive meta-theoretical approach with a case study research design. For the purpose of this study, purposive sampling was chosen. The study was conducted in a public rural primary school in the eThekwini Region of the Ilembe District. The research participants sampled comprised two male and three female participants to accommodate gender representation. The principal, head of department (intermediate, phase), acting head of department (foundation phase), one level one educator (intermediate phase) and one level one educator (foundation phase) who were concerned with the day-to-day activity of the organisation and the delivery of its performance were selected. Data was collected by means of semi-structured interviews. The collected data was analysed and categorised into common categories, patterns and themes. The key findings that emerged from the research were that to ensure achievement of school goals, teamwork is necessary. People working together, learning and sharing together will promote team effectiveness. The principal, together with the SMT play an important role in creating and managing the different types of teams. By having regular formal and informal meetings; ongoing professional development; monitoring and evaluating members of a team; having a clear vision and rationale to manage change and conflict will lead to continuous improvement and team effectiveness. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.