Thesis (MEd)--University of Stellenbosch, 2004 / ENGLISH ABSTRACT: The central question of this thesis is whether free and compulsory primary education in primary government schools of Lesotho has the potential to be thickly democratic. I hold that the Free and Compulsory Primary Education (2000) policy is a less democratic project because it is characterised by principles of thin democracy. My claim is that free and compulsory primary education in Lesotho can be more democratic if there is balance in the demand for equity of access in the FPE (2000) project. I hold that in order to succeed in further democratising the Free and Compulsory Primary Education (2000) programme, the whole process, but primarily the structures of education, should be anchored within thick democratic principles. Although primary education is regarded to have changed, this change has been illusory or superficial (meaning that it is still essentially the same as the colonial one), as it did not affect the structure and value systems governing the delivery of education. The reported conflicts that have come to the fore after independence have been mostly on matters of strategy rather than differences in terms of the values that drive the delivery of education in Lesotho. The focus of Lesotho's education has remained on an elitist and outwardly looking minority. This powerful minority remains geared towards the acquisition of a Western type of education driven by Western values. Lessons and opportunities that could have been learnt from Sotho (pre-colonial) educational experiences and which were regarded as democratic have been lost. I contend that a democratically driven education system has to draw its inspiration from the principles of thick democratic education. An effective and transformational educational system requires the commitment of those in political leadership as well as those in charge of education. This commitment must include a desire to implement an education system that transforms people's worldview qualitatively to put them at the service of their nation. I hold that the value of education in Lesotho can be successful when it is capable of producing men and women of the highest integrity, honesty, tolerance, responsibility and accountability. The education system should produce individuals who are hard working, patriotic, well mannered and committed to serving their society. Education should be able to equip each and everyone to contribute meaningfully to the development of the nation. Finally, the teaching of thick democratic attributes must be founded on the bedrock of a successful education system in Lesotho from the lowest classes or grades. KEYWORDS: Free and compulsory education, democratic education, quality education, equality in education, thick and thin democracy in Lesotho. / AFRIKAANSE OPSOMMING: Die belangrike vraag in hierdie tesis is of gratis en verpligte primêre onderwys in primêre skole in Lesotho die potensiaal het om "dik" demokraties te is. Myns insiens is die beleid van gratis en verpligte primêre onderwys (2000) 'n minder demokratiese projek aangesien dit deur die beginsels van onvoldoende ("dun") demokrasie gekenmerk word. Ek voer aan dat gratis en verpligte primêre onderwys in Lesotho meer demokraties kan wees indien daar 'n balans in die vraag na gelyke toegang in die Gratis Primêre Onderwys-projek (2000) bestaan. Ek meen verder dat die hele proses, maar hoofsaaklik die onderwysstrukture, in demokratiese beginsels veranker behoort te wees ten einde die verdemokratisering van die program vir gratis en verpligte primêre onderwys (2000) suksesvol deur te voer. Alhoewel daar gereken word dat primêre onderwys verander het, was hierdie verandering denkbeeldig of oppervlakkig (waarmee bedoel word dat dit steeds wesenlik dieselfde is as die koloniale onderwysstelsel), aangesien dit nie 'n invloed gehad het op die struktuur en waardestelsel wat die lewering van onderwys beheer nie. Die konflikte wat aangemeld is ná onafhanklikwording het meestal te make gehad met kwessies ten opsigte van strategie eerder as verskille met betrekking tot die waardes wat die lewering van onderwys in Lesotho beheer. Die fokus op onderwys in Lesotho het gerig gebly op 'n elitistiese en uitwaartse invloedryke minderheid wat ingeskakel het by die verwerwing van 'n Westerse soort onderwys wat deur Westerse waardes gedryf word. Lesse en geleenthede wat uit prekoloniale Sothoonderwyservaringe geleer kon word en wat as demokraties beskou kon word, het verlore gegaan. Myns insiens moet 'n demokraties-gedrewe onderwysstelsel sy inspirasie uit die beginsels van demokratiese onderwys kan put. 'n Doeltreffende en transformasionele onderwysstelsel vereis die verbintenis van diegene aan die roer van sake ten opsigte van leierskap in die gemeenskap sowel as diegene in beheer van onderwys. Hierdie verbintenis moet getemper word deur 'n behoefte aan die implementering van onderwys wat mense se wêreldbeskouing op kwalitatiewe wyse transformeer ten einde hulle in diens te stel van hulle nasie en die mense. Die waarde van onderwys in Lesotho kan slegs gesien word wanneer dit in staat is om mans en vroue van die hoogste integriteit, eerlikheid, verdraagsaamheid, verantwoordelikheid en aanspreeklikheid te lewer - hardwerkende, patriotiese, goedgemanierde mense wat daaraan toegewy is om hulle samelewing te dien. Onderwys behoort in staat te wees om 'n ieder en 'n elk toe te rus om op betekenisvolle wyse tot die ontwikkeling van die nasie by te dra. Laastens, die onderrig van "dik" demokratiese eienskappe moet gebou word op die basis van 'n suksesvolle onderwysstelsel in Lesotho vanaf die laagste klasse of grade. SLEUTELWOORDE: Gratis en verpligte onderwys, demokratiese onderwys, kwaliteit onderwys, gelyke onderwys, "dik" en "dun" demokrasie in Lesotho.

Change is the single most important element of successful business management today. To remain competitive in increasingly aggressive, competitive and dynamic markets, organizations have to adopt a positive attitude to change. Ignoring or trivializing changing trends can be very costly. The best organizations are the trendsetters that monitor the environment, embrace the need for change and effectively lead change in order to survive. Effective management of change is, therefore, of great importance if organizations are to stay ahead of rivals and attain a sustainable competitive edge in the industry (Heller, 1998). The main focus of this dissertation is to evaluate the management of transformational change at the National University of Lesotho (NUL), with the intention of formulating management of change strategies that NUL can adopt for the successful implementation of its strategic transformational change process. The text further explicates the correlation between leadership, change and the management of change within the context of NUL's ongoing transformational change process. A case study approach has been used to conduct the research. The report has been divided into five chapters. Chapter One provides the background to the study as well as the research methodology that has been employed to conduct the study. It further provides a brief outline of the structure of the dissertation. Chapter Two describes the theoretical framework of the change process, management of change and implications of different leadership traits on the management of transformation change in transforming organizations. The theoretical framework forms the foundation on which the study has been based and also provides guidelines and benchmarks of the management of change strategies that NUL can use for the successful implementation of its strategic transformational change process. At the end of Chapter Two, a case analysis model has been developed to conduct the case analysis in Chapter Four. In Chapter Three, a brief overview of an evolutionary background to the study problem is provided. The chapter also provides a critical analysis NUL's strategic transformational change process. Chapter Four offers an evaluation of NUL's strategic transformational change process. The discussion is based on the case study change model developed at the end of Chapter Two. It also highlights on the strengths and weakness of the NUL's change process. Lastly, in Chapter Five, recommendations emanating from the analysis conducted in Chapter Four, are outlined as suggestions what NUL can do and things that it should avoid doing if it is to achieve the objectives and goals of its transformational change successfully. Moreover, the chapter concludes the dissertation by providing a summary of the entire case study and maps the way forward for NUL to meet its strategic objectives and goals, as well as achieve a successful transformational change process with long-term strategic development. / Thesis (MBA)-University of Natal, Durban, 2003.

This study focused on the implementation of ICTs in secondary schools in Lesotho. The main question addressed was: What are the enabling and constraining factors in the implementation of ICTs in schools? The work was undertaken in recognition of the fact that schools in the country were autonomously acquiring computers and using a variety of curricula without much coordination and policies from the government. There were factors encouraging schools to delve into this educational change: and challenges were already evident. This required further investigation. The research approach commenced with a critical review of the literature. Literature was drawn from developed and developing countries in order to understand the process of ICT implementation from a variety of contexts. The enquiry about the implementation process in all the countries focused on the rationale behind the use of ICTs in schools. ICT policies guiding implementation, principal leadership, teacher professional development and ICT resources. The literature review was followed by case studies of three secondary schools in Mafeteng district in Lesotho. Using both qualitative and quantitative methods of research, the study sought to determine from key people in three case study schools their overall understanding of how the process of implementation was carried out and what they perceived as enablers and constraints. The findings revealed that planning, access arrangements, training, support and to a lesser extent resources played a role in either impeding or encouraging the key ICT implementers at school and classroom level. Additionally, the key role of the principal and the MoE were highlighted in the study.