The primary purpose of the study was to investigate the factors that cause most Lesotho secondary schools to perform poorly in the Cambridge Overseas School Certificate examinations. The findings of the study show that the problems that contribute to the ineffectiveness of most secondary schools are multiple and interrelated. These problems can be identified at the macro or policy-making level at the Ministry of Education, and at the micro or the individual school level. At macro level, there appears to be a lack of adequate capacity among the senior management staff to perform the management and governance functions effectively, so that substantive improvement could be realised in the day-to-day operations, and academic results of schools. An upshot of this is that the professional support that the Ministry of Education provides to secondary schools is inadequate. Furthermore, despite the deepening poverty in Lesotho, the state does not provide textbooks to learners in secondary schools. Consequently, many learners do not have all the textbooks, and this affects their learning negatively. At micro level, the problems that contribute to the ineffectiveness of most secondary schools include teacher tardiness, teacher absenteeism and a lack of learner determination. It is contended that these factors indicate that the management of the school principals is weak. Moreover, because of poverty, many parents fail to pay school fees for their children on time. As a result, many learners are frequently sent back home by the principals to fetch money, and this reduces their academic learning time. The study also revealed that prior academic achievement of learners in primary schools is, to a large extent, a major predictor of their achievement in secondary schools. In this regard, the highly effective schools, which have selective admission policies and accept mainly Form A applicants, tend to consistently outperform the average and less effective schools, which have open admission policies. In order to improve the academic performance of secondary schools, it is recommended that the Ministry of Education officials, principals, teachers and learners should work more diligently and refocus their efforts on the core business of schools, namely, teaching and learning. / Teacher Education / D. Ed. (Education Management)

The primary purpose of the study was to investigate the factors that cause most Lesotho secondary schools to perform poorly in the Cambridge Overseas School Certificate examinations. The findings of the study show that the problems that contribute to the ineffectiveness of most secondary schools are multiple and interrelated. These problems can be identified at the macro or policy-making level at the Ministry of Education, and at the micro or the individual school level. At macro level, there appears to be a lack of adequate capacity among the senior management staff to perform the management and governance functions effectively, so that substantive improvement could be realised in the day-to-day operations, and academic results of schools. An upshot of this is that the professional support that the Ministry of Education provides to secondary schools is inadequate. Furthermore, despite the deepening poverty in Lesotho, the state does not provide textbooks to learners in secondary schools. Consequently, many learners do not have all the textbooks, and this affects their learning negatively. At micro level, the problems that contribute to the ineffectiveness of most secondary schools include teacher tardiness, teacher absenteeism and a lack of learner determination. It is contended that these factors indicate that the management of the school principals is weak. Moreover, because of poverty, many parents fail to pay school fees for their children on time. As a result, many learners are frequently sent back home by the principals to fetch money, and this reduces their academic learning time. The study also revealed that prior academic achievement of learners in primary schools is, to a large extent, a major predictor of their achievement in secondary schools. In this regard, the highly effective schools, which have selective admission policies and accept mainly Form A applicants, tend to consistently outperform the average and less effective schools, which have open admission policies. In order to improve the academic performance of secondary schools, it is recommended that the Ministry of Education officials, principals, teachers and learners should work more diligently and refocus their efforts on the core business of schools, namely, teaching and learning. / Teacher Education / D. Ed. (Education Management)

李晓蕾. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 235-255) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Li Xiaolei.

The aim of the study was to investigate participants’ views on strategies for combating corruption in Zimbabwean public secondary schools with a view to promoting learner academic achievement. The study was undertaken at four (4) selected public secondary schools in Harare Metropolitan Province in Zimbabwe. The study adopted the case study as the principal research design and it was informed by the interpretive paradigm; thus, qualitative research approaches were used. Non-probability and probability sampling techniques were adopted in site and participants’ selection. A representative sample of fifty-four (54) participants was used from a target population of three-hundred and eighteen (318) participants. The study was informed by multiple theories. The study found that most of the participants perceived corruption as a major problem affecting the education of learners in most public secondary schools in Zimbabwe. It was found out that the adoption of a vibrant and robust anti-corruption strategy is the solution/panacea to solve this problem of rampant corrupt practices in educational institutions. The introduction of anti-corruption education in public secondary schools was singled out to be the ‘pivotal’ strategy that policy makers should adopt to disseminate educative anti-corruption information to learners. It was further established that the ‘Zero Tolerance to Corruption’ policy employed by the Government of Zimbabwe should be strongly supported by a multi-agency response to effectively combat corruption within the education system to propel sustainable learner academic achievement. The study findings further revealed that the public secondary schools lack the necessary anticipated formal anti-corruption education curriculum. The study concludes that anti-corruption education and the adoption of multi-strategies play a central role in combating corruption. Therefore, there is need to strengthen the anti-corruption strategies and support mechanisms currently being employed in Zimbabwe to successfully provide an environment that supports sustainable learner academic achievement. In line with the above, the study recommends the introduction of a formal anti-corruption curriculum in Zimbabwean public secondary schools to combat corruption. In addition, the study recommends further research in this seemingly grey area to contribute to the knowledge body regarding instituting good corporate governance in public secondary schools in Zimbabwe. / Die doel van die studie was om deelnemers se menings oor strategieë te ondersoek vir die bestryding van korrupsie in Zimbabwiese openbare sekondêre skole met die oog om leerders se akademiese prestasie se bevorder. Die studie is by vier (4) uitgesoekte openbare sekondêre skole in die Harare Metropolitaanse Provinsie in Zimbabwe onderneem. Die studie het die gevallestudie as die hoofnavorsingsontwerp geneem en dit is gevorm deur die vertolkende paradigma; kwalitatiewe navorsingsbenaderings is dus gebruik. Niewaarskynlikheid- en waarskynlikheidsteekproefnemingtegnieke is gebruik vir ligging en keuse van deelnemers. 'n Verteenwoordigende steekproef van vier-en-vyftig (54) deelnemers is gebruik uit 'n teikenpopulasie van drie-honderd-en-agtien (318) deelnemers. Die studie is gevorm deur verskeie teorieë. Die studie het bevind dat meeste van die deelnemers korrupsie as 'n groot probleem sien wat die onderrig van leerders in die meeste openbare sekondêre skole in Zimbabwe beïnvloed. Daar is bevind dat die gebruik van 'n dinamiese en robuuste teenkorrupsiestrategie die oplossing/kuur is om hierdie probleem van toenemende korrupsiepraktyke in opvoedkundige instellings op te los. Die inleiding tot teenkorrupsie-onderrig in openbare sekondêre skole is uitgesonder as die vernaamste strategie wat beleidmakers moet aanvaar om opvoedkundige teenkorrupsie-inligting onder leerders te versprei. Daar is verder bevind dat die Zimbabwiese regering se 'Zero Tolerance to Corruption'-beleid sterk ondersteun moet word deur reaksie van verskeie agente om korrupsie in die onderwysstelsel doeltreffend te beveg om leerders se volhoubare akademiese prestasie aan te dryf. Die studie se bevindings het verder getoon dat openbare sekondêre skole nie die noodsaaklike verwagte formele teenkorrupsie onderwyskurrikulum het nie. Die studie het tot die gevolgtrekking gekom dat teenkorrupsie-onderrig en die gebruik van verskeie strategieë 'n sentrale rol speel om korrupsie te beveg. Teenkorrupsiestrategieë en ondersteuningsmeganismes wat tans in Zimbabwe gebruik word, moet dus versterk word om 'n omgewing te skep wat volhoubare akademiese prestasie vir leerders ondersteun. Ooreenkomstig hiermee, beveel die studie die bekendstelling van 'n formele teenkorrupsiekurrikulum in Zimbabwiese openbare sekondêre skole aan om korrupsie te beveg. Die studie beveel verdere navorsing in hierdie oënskynlike grys area aan om tot die kennis van goeie korporatiewe beheer in openbare sekondêre skole in Zimbabwe by te dra. / Inhloso yocwaningo ukuphenyisisa ngemibono yababambi-qhaza ngamasu okulwa nenkohlakalo kwezezimali ezikoleni zikahulumeni zamasekondari eZimbabwe ngombono wokuqhubela phambili ukuphumelela kwabafundi kwezemfundo. Ucwaningo lwenziwe ezikoleni zamasekondari zikahulumeni ezingu 4 ezikhethwe endaweni yedolobhakazi leprovinsi, leHarare iHarare Metropolititan Province eZimbabwe. Ucwaningo lusebenzise i-case study njengedizayini enkulu yocwaningo, kanti futhi lwasekelwa ngulwazi ngenqubo ye-interpretive paradigm; ngakho-ke kusetshenziswe inkambiso ye-qualitative research kucwaningo. Kusetshenziswe amathekniki amasampuli e-non probability kanye ne-probability ezindaweni lapho okukhethwe khona ababambi-qhaza. Kusetshenziswe amasampuli angamashumi amahlanu nane (54) ababambi-qhaza, kwisibalo sethagethi yabantu abangamakhulu amathathu neshumi nesishagalombili (318). Ucwaningo lusekelwe ngamathiyori amaningana. Ucwaningo luthole ukuthi ababambi-qhaza babone inkohlakalo kwezezimali njengenkinga enkulu enomthelela kwimfundo yabafundi ezikoleni zikahulumeni zamasekondari eZimbabwe. Kutholakale ukuthi ukwamukelwa kwesu eliphambili nelinomdlandla lokulwa nenkohlakalo, yisixazululo/ikhambi lokuxazulula le nkinga yenkohlakalo kwezezimali kwizikhungo zemfundo. Ukusungulwa kwenqubo yokulwa nenkohlakalo kwizikole zesekondari zemfundo kahulumeni yisu eliphambili abenzi bomgomo okumele balemukele ukusabalalisa kubafundi ulwazi lokufundisa nokulwa nenkohlakalo. Kuphinde futhi kwatholakala nokuthi umgomo wokungabekezeli neze inkohlakalo ngesaga esithi 'Zero Tolerance to Corruption' nguHulumeni weZimbabwe kumele usekelwe zikhungo ezehlukene ukuze kube nempumelelo ekulweni nenkohlakalo kwinqubo yemfundo, ukuze abafundi bakwazi ukuphumelela ezifundweni zabo. Ucwaningo luveze nokuthi, izikole zesekondari azinayo ikharikhyulamu ehleliwe yokulwa nenkohlakalo kwimfundo. Ucwaningo luphetha ngokuthi imfundo yokulwa nenkohlakalo kanye nokwamukelwa kwamasu amaningana kudlala indima ebalulekile ekulweni nenkohlakalo. Ngakho-ke, kunesidingo sokuqinisa amasu okulwa nenkohlakalo kanye nezindlela zokusekela ezisetshenziswa okwamanje eZimbabwe ukusekela ukuthi kube nesimo esisekela impumelelo yabafundi kwezemfundo. Ngokuhambisana nokungenhla, ucwaningo luncoma ukuthi kusungulwe ikharikhyulamu ehleliwe yokulwa nenkohlakalo ezikoleni zamasekondari zikahulumeni eZimbabwe, ukulwa nenkohlakalo. Kanti futhi nangaphezu kwalokho, ucwaningo luncoma ukuthi kwenziwe olunye ucwaningo kulo mkhakha ongacacile kahle ukungezela ulwazi maqondana nenqubo yokuphatha kahle ezikoleni zikahulumeni zamasekondari eZimbabwe. / Educational Foundations / D. Phil. (Sociology of Education)