No abstract available. / Thesis (Sociology)-University of Natal, Pietermaritzburg, 1999.

The aim of this research project is to explore the socio-economic and environmental effects experienced by the relocated population at Lesotho Highlands Water Project (LHWP). Large dams are constructed for irrigation, generation of hydroelectricity, consumption and so forth. In the case of Lesotho, the LHWP was constructed with the purpose of selling water to South Africa to earn royalties and generate hydroelectricity. Despite the fact that a number of factors are advanced to justify the construction of large dams, phenomenal experience has shown that the consequences emanating from their construction are sometimes irreversible and painful, for instance resettlement. This research study therefore sought to investigate the socio-economic and environmental impacts experienced by the affected community emanating from LHWP resettlement programme at Ha Thetsane and Ha Makhalanyane; whether the standard of living of resettlees as measured in terms of access to services has improved or not; the extent of their participation in the resettlement programme; their perception on their standard of living; the extent to which the people have adapted to their forced removal from their homelands; investigate the compensation process; and make tailored recommendations concerning the environmental impacts of involuntary resettlement on the lives of the Basotho people. Qualitative approach was used to collect both primary and secondary data. Literature review was undertaken to provide background information to the problem statement, the methodology design, the theories and other factors used to justify the construction of large dams. The existing literature led to a deeper understanding of the impacts of larger dams, reaction towards construction of large dams and Lesotho’s experience regarding the construction of large dams. Interviews were also conducted. The data collected were written into descriptive analysis form. The resettlement programme at Ha Thetsane and Ha Makhalanyane has resulted in both positive and negative impacts. The study has concluded that there is a need to engage all the stakeholders affected by involuntary resettlement through a transparent public participation process; consider more sustainable means of livelihoods; furnish resettlees with information on the options to enable them to make informed decisions; fulfil promises in order to build trust with the resettlees. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2011.

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.

<p>This research sought to understand the nature of election-related conflict and what needs to be done to arrest the eruption of such conflict in Lesotho. It sought the opinions of selectively respondents who have been involved in the conflicts in different ways. The interviews and documented literature revealed that what constitutes a background to election-related conflict involves issues that are many and varied. Among others such issues include the following: weak political institutions, use of vulgar language by political leadership, and the weak economy that intensifies neo-patrimonial tendencies. The research concluded that all the factors associated with the eruption of illegitimate conflicts during and after general elections in Lesotho are a result of the politicians&rsquo / desire to retain or capture national resources to satisfy their selfish interests and those of their cronies. The conflicts could be minimised if the country&rsquo / s economy could be transformed to provide the politicians with alternatives of economic survival outside the structures of government. Furthermore, to minimise the conflict, the country should consider establishing electoral courts. These have the potential of speeding up the resolution of electoral grievances, in the process preventing them from graduating into serious conflicts.</p>

Inadequate demographic data in Lesotho inhibits demographic research. Nonetheless, indirect demographic techniques have proven to be useful tools in the developing world, as their application to census and survey data has greatly expanded knowledge of the demographic situation in data deficient countries (Brass, 1996). The different techniques are based on specific assumptions and robustness of available data, thus deserves caution in application. Failure to adhere to these methodological specifications results in generation of more errors (Feeney, 1996). The impetus of this research was to assess the applicability of the P/F ratio method in estimating recent fertility levels in Lesotho. In particular, the data was evaluated to verify the following P/F ratio assumptions; (1) constant fertility; (2) accurate reporting of fertility by younger women; and (3) correct age pattern of fertility. In order to obtain optimal fertility estimates, the research undertook extensive data assessment, and corrections where possible, of individual variables employed in the P/F ratio method. In line with previous studies, the magnitude and pattern of the P/F ratios represented strong evidence of fertility decline in Lesotho. This evidence rendered the Brass P/F ratio method inappropriate for estimation of recent fertility levels in the country. Therefore, this research presents the Relational Gompertz model faring better in indirectly estimating fertility levels in Lesotho. Not undermining the Bureau of Statistics, the current study challenges the Bureau's estimates, and declares own estimates as more likely precise estimates of recent fertility levels in Lesotho when using the P/F ratio method. This assertion is grounded on the basis that compared to the Bureau, the study undertook and presented detailed data evaluation and adjustments, as well as adhering to the P/F ratio methodological assumptions. Nonetheless, the research also concludes that indirect techniques do not necessarily provide an utopia to demographic estimation in poor data countries. Even when the robust measures were employed, the quality of the 1996 data yielded implausible estimates as the method could not account for the degree of unreported births. This calls for caution during data collection and processing in order to minimise the reporting errors. / Thesis (M.Dev.Studies)-University of KwaZulu-Natal, Durban, 2006.

No abstract available. / Thesis (M.Dev.Studies)-University of Natal, Durban, 2003.

In the UNDP Report of 2008, promotion of gender equality and women empowerment, Millennium Development Goal (MDG3), has been declared not only as the main developmental objective but also a fundamental mode of attaining the entire MDGs. This study examines women’s experiences of economic empowerment projects in the era of escalating female household heading and relentless poverty in Lesotho. It particularly focuses on women participating in crafts projects initiated for income generation, in the context of gendered spaces. A growing body of literature asserts that Women Economic Empowerment (WEE) is a potential route out of abject poverty, especially for the economically marginalised women in Female- Headed Households (FHH). A case study focusing on women participants in Teya-teyaneng crafts of Berea district in Lesotho was carried out. Semi-structured interviews were employed to explore the potential of participation to yield positively for empowerment in the scenario of informal economy. Findings from the two units within the single case utilised revealed that empowerment remains to be one of the entangled processes of economic development. It is highly subjected to social, political and economic procedures operating in a country. The study further revealed that economic empowerment of women participating in income generating projects is considerably constrained by the patriarchal and globalised economic set ups that women operate within. The case of Elelloang Basali illuminated that adherence to contemporary strategies of economic empowerment is a beneficial ingredient, contrary to the operations of Setsoto Design. Recommendations ultimately forwarded highlight the significance of macro-economic policy to pay attention to the assertion that WEE is not merely a path out of poverty but an intrinsic entity of employment-led-growth. This also hints on policy for broad-based growth that can be countercyclical for the economy of the country. The paper serves to articulate a dire need for shift from reluctance to responsiveness for those with political and economic will power. / Thesis (M.Dev.Studies)-University of KwaZulu-Natal, Durban, 2012.

This research focuses on the Information and Communications Technology (ICT) policy implementation at the secondary schools in Lesotho. This is a country where global disparities between technologically well-managed skills and uses of ICT in the education sectors are starkly evident. The researcher explores the educators’ experiences on the use of ICT at their schools to determine how ICT is situated and contextualised in response to the government mission of Vision 2020 that all schools will be computer literate in 2015. A Case study using the mixed mode approach was held at the two schools with the ‘tools’ merged in the Activity Theory to frame the study to construct real social change for the schools. To get to the insight of the schools, Semi-Structured Interviews were held between the Principals, the Deputy Principals (DPs), the Heads of Department (HODs) and the Subject Specialists from the core subjects i.e. English, Sesotho, Maths and Science. The classroom observations were held with ICT Subject Specialists to observe the application of ICT in the teaching and learning of the computer skills for implementation of ICT. Furthermore, documentary sources of the schools were analyzed to assess authenticity, reliability and theorization of the ICT policy implementation. The findings of the study reported that many educators were positive that they would implement ICT policy in the schools but lack skills in ICT literacy. In reference to the ICT policy document as the ‘tool’ for transformation, its parts were too fragmented; ICT services did not fit neatly into the classrooms, implementation had been a top down process, and it needed restructuring. The study concludes that the government laid the foundation for reform. Therefore, training for educators on ICT should be accomplished and the ICT activities should be maintained. Mainly, being the revision of the current ICT policy, the procurement of funds to source the ICT infrastructure and to set a transition on ICT exploitation from Primary Schools to Secondary Schools in Lesotho. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2007.

Stress has been a concern all over the world. The study of teacher stress is not a new area of research. However, most of the research studies have been oriented around secondary and high school teachers. Teaching in primary schools differs from secondary and high schools. Therefore, their experiences differ. This project has been conducted with the purpose of investigating teachers' experiences of stress in a primary school and what they think the school is doing to help them cope if it does. The study was conducted in one primary school in Lesotho which was selected because of its accessibility to me as I was a teacher in this school. Twelve teachers were interviewed as participants. The case study methodology based on semi-structured interviews and observations were employed. These methods were used to help me gain understanding of the teachers' experiences of stress and for the validation of the data. Ethical issues were considered in this study as permission was requested from the authorities and informed consent letters for the participants were also sought. Pseudonyms were used for confidentiality. The interview questions were formulated in themes. As a result, data presentation and findings was done in accordance to those themes. The findings of this study revealed that teachers' experiences of stress are: teachers' interaction with the principal; teacher-learner relationships, inadequate resources; workload; role demand. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

This study explored learner experiences of school violence in a secondary school in Qacha’s Nek, Lesotho. The aim of the study was to understand learners’ experiences of violence as it happens in their school. Internationally, violence in schools is one of the most challenging issues facing educators and learners and school communities at large. The research design was a case study. The research method was the qualitative case study method. Data were collected through individual and focus group interviews with learners and document analysis. Fifteen learners participated in the study, 7 girls and 8 boys. The study found that learners are exposed to complex patterns of violence in the school, and these are experienced in multiple forms that affect learners in different ways. Some of the patterns of violence could be seen in enactments such as solving problems with aggression, violence from teachers, the discourse of blame, collective bullying. The study also found that in certain ways schooling itself can be viewed as violence in that the school had an ethos of authoritarianism and control. Violence in the form of corporal punishment, suspension and expulsion emerged as the most tangible symbol of an authoritarian school. The study also found that violence was a gendered phenomenon at the school. The study highlights the need for proactive programmes that are directed at the attaining goal of building school communities that are safe havens. The findings suggest that a key component of such programmes should be critical self-reflection and self-scrutiny by all members of the school community. In such a process teachers and learners would need to examine and challenge existing social attitudes, ideologies, norms, and injustices in school policies and practices. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2010.