The construction of the Katse dam was completed in 1996. The dam started filling in 1995 and reached full capacity in early 1998. It forms part of Phase 1A of the Lesotho Highlands Water Project (LHWP). The main aim of the project is to provide revenue to Lesotho, by transferring water from the catchment of the Senqu (Orange) River in Lesotho to South Africa’s major industrial and population centres. During the implementation of the project, an estimated 130 people were displaced. However, the most serious impact has been the loss of the traditional way of life in the form of arable and grazing land as a consequence of inundation. One of the obligations of the project is to ensure that the standard of living of those affected by the project is not impaired. The Lesotho Highlands Development Authority identified a number of rural development projects, which included fisheries development. This study is an integral part of fisheries development in Lesotho. The aim of this study was to gain an understanding of the biology and the demographics of the fish species in the lake. This information would serve as the basis for the development of a management plan for the sustainable utilisation of the fisheries resources. To achieve this aim, the following specific objectives were addressed: 1. Investigation of the biology of the three principal species. 2. Description of the key population parameters (growth, mortality & recruitment). 3. Investigation of the distribution and relative abundance of the three species. The three principal species in the Katse dam are rainbow trout, Oncorhynchus mykiss, and the two cyprinids, Barbus aeneus and Labeo capensis. Sectioned otoliths were used to age O. mykiss while both otoliths and scales were used to age B. aeneus and L. capensis. Marginal zone analysis revealed that slow growth was experienced in winter for the three species. The maximum-recorded age for both B. aeneus and L. capensis was 12 years while O. mykiss reached 4 years. There was no significant difference in growth rates of the different sexes and growth was best described by the 3 parameter Von-Bertalanfy growth model as Lt = 603[1-e⁻°·¹⁵⁽t ⁺ °·°³⁾] for B. aeneus, Lt = 526[1-e⁻°·²¹⁽t ⁺ °·⁹⁾] for O. mykiss and Lt = 521[1-e⁻°·¹⁷⁽t ⁺ °·²¹⁾] for L.capensis. Male and female O. mykiss attained 50% sexual maturity (Lm₅₀) at 235 and 275mm FL, respectively. There was no difference in Lm₅₀ for male and female B. aeneus and L. capensis. B. aeneus reached sexual maturity at 285mm FL while L. capensis reached sexual maturity at 244mm. Both cyprinid species spawned in summer (November to January) while O. mykiss spawned in winter (May to August). The mean total mortality rate (Z) estimated from catch curves and Butterworth et al (1989) equation was 0.72 yr⁻¹ for B. aeneus, 0.62 yr⁻¹ for L. capensis and 1.32 yr⁻¹ for O. mykiss. The estimate of natural mortality was 0.41 yr⁻¹ for both B. aeneus and L. capensis and 0.81yr⁻¹ for O. mykiss.

The enjoyment of life depends on a minimum level of education including literacy. As one of the socio-economic rights, the right to education must be fully realised in order to empower great majority of people out there who are still facing social injustice. This study focuses on the right to education in Lesotho. The extent to which this country has incorporated socio-economic rights, specifically the right to education, is explored. The mechanisms through which the said right is turned into reality; the challenges such right entails and the approach taken by the government are also looked at. As a signatory to many human rights instruments, Lesotho is charged with an obligation of realising socio-economic rights. One of the many international law obligations facing Lesotho emanates from the provisions of International Covenant on Economic, Social and Cultural Rights (ICESCR). Article 13 provides that state parties must recognise the right to education. Member states, as further provided, also agree that education shall be directed to the full development of the human personality and the sense of its dignity, and shall strengthen the respect for human rights and fundamental freedoms. The above provisions are read with article 2(1) of the same Covenant with respect to the domestic implementation of the socio-economic rights in the ICESCR. Having analysed what is expected of Lesotho internationally to realise the right to education by looking at the provisions of the ICESCR and the General Comments of the Committee on ESCR, assessment is made as to whether the current measures adopted by the Lesotho government on working towards realising the right in question comply with the international requirements. The survey then concludes that there is a lot that needs to be done in Lesotho in the area of socio-economic rights. It has been recommended that India and South African jurisprudence can be of great importance to Lesotho for purposes of making laws which will give socio-economic rights teeth. / Dissertation (LLM)--University of Pretoria, 2011. / Centre for Human Rights / unrestricted

No abstract available. / Dissertation (LLM)--University of Pretoria, 2013. / Centre for Human Rights / unrestricted

“Reported as the fastest growing sectors of the global economy, tourism is rapidly growing in the developing countries for they seek to boost foreign investments and financial reserves” (Third World Network, 1999). Tourism is further being supported by World Tourism Organization as a key tool through which to address the problem of poverty in the developing countries (1987). Lesotho has been exposed to tourism development since 1966 independence. The country has over the years seen changes in the processes of tourism development particularly the shift from promotion of the country as an exclusive natural destination to the addition of other tourist possessions in the tourism package. This thesis is an assessment of Lesotho‟s standing as a tourism destination. In particularly it attempted to confirm the tourism integrity of the Ha Kome Caves; checked the tourism resources and facilities offered by the place; examined how heritage and culture resources are being exploited for tourism and investigatd the tourism impact on the area. Edward Inskeep‟s model has been used as a viable tool to assess value of the key heritage and culture attractions and resources presented by Ha Kome village. / Dissertation (MA)--University of Pretoria, 2014. / am2014 / Historical and Heritage Studies / unrestricted

M.Ed. / High school mathematics learners often take mathematics education for granted. They study mathematics simply because it is included in the school curriculum, and thus required for them to pass so that they can obtain a school leaving qualification. They never really succeed in seeing and understanding the relevance of mathematics to their present and future lives. As a result, they fail to relate and apply classroom mathematics to the external environment. They fail to make mathematical connections that would enable them to be confident users of mathematics as an effective tool for solving problems, a means of communication and a way of supporting reasoning. This suggests that there may be some serious constraints associated with the teachers' instructional approaches, which hinder the learners' meaningful learning and understanding of the relevance of mathematics. Thus, there arises the need to examine the relationship between the teachers' instructional approaches and the learners' understanding of the relevance of mathematics. Such an examination may help to expose the strengths and limitations of the instructional approaches, so that the necessary adjustments can be made in the teaching practice to improve the learning of mathematics.

Lesotho has ample water resources which could be used to improve the livelihoods of Basotho as a nation in many aspects. However, this seems not to be the case as Lesotho suffers from food in security particularly during severe droughts, to an extent of seeking support from international communities. Therefore the purpose of the study was to identify and investigate critical factors that determine successful irrigation farming in Lesotho in order to uplift the performance of irrigation and livelihoods of Basotho. A structural questionnaire was administered amongst 153 irrigation farmers and 31 extensionists randomly in the four southern districts of Lesotho, namely Maseru, Mafeteng, Mohale’s Hoek and Quthing. The above mentioned districts were chosen because of the spacious agricultural land they have. Secondly most rivers with significant amount of water flow towards these areas. Irrigation farmers showed that households are engaged in a wide range of livelihood activities, both on-farm and off-farm (e.g, taxi, business, etc). In addition, they obtain a substantial portion of the household income from the state through pensions and social grants. Agriculture is an important livelihood activity among irrigation plot holders in the four districts. Maize, potatoes, cabbage and beans are the most common crops grown by irrigation farmers in Lesotho. 34% of the farmers perceive climate as the most important factor determining what crops to plant, while 29% of the respondents consider potential markets as an important factor with decision making. Farmers use hoeing as the main method of controlling weeds and involve family members as their source of labour. 64% of farmers use rivers as their main source of water while the rest use dams and boreholes. Irrigation water is free of charge with exception of the fewer farmers located in the Maseru district where they irrigate from the Mohokahare and Phuthiatsana rivers. Most farmers perceive irrigation as an expensive activity especially those who are using diesel and electricity to pump water from the rivers and dams. Evidence suggests that very few farmers (5%) and extensionists (3%) have received any training in terms of irrigation farming and maintenance of irrigation systems, marketing opportunities and farm entrepreneurship planning. Extension credibility is highly questionable as 70% of irrigation farmers do not regard extension as important for irrigation management decisions. Evidence further indicates that most farmers do not belong to any farmer groups/associations. 78% of extension workers indicate that the main problem hindering them from efficient extension delivery is the lack of infrastructure and facilities. These results suggest the need for greater political and institutional input in irrigation farming and in particular to revisit institutional policy instruments and institution for extension, technical assistance, training and credit services that will facilitate performance of irrigation farming in Lesotho. Most importantly, farmers and extensionists should be adequately trained on the economic use of water and how to preserve it for sustainable irrigation development. Copyright / Dissertation (MSc)--University of Pretoria, 2012. / Agricultural Economics, Extension and Rural Development / unrestricted

Philosophiae Doctor - PhD / The inclusion of technology in the school curriculum has been a concern in many countries following the 1990 Jomtien World Conference on Education for ALL (Jenkins, 1996). However, there are different perspectives and views about technology education. As a result technology has been included in the school curriculum in varied ways.In recognition of the importance of technology in economic development, Lesotho has attempted to include technology in the school curriculum by incorporating science and technology. This study evaluated the Lesotho science curriculum which incorporates technology. The evaluation study is based on the framework first proposed by Stake (1967). Stake’s model addresses the relationship between the intended curriculum and the implemented curriculum (Stenhouse, 1988). In this study the intended curriculum is defined as the curriculum plan as depicted in the curriculum materials such as the syllabus, the examinations questions papers and the textbook which was used as an exemplary material for teaching the science-technology curriculum. The implemented curriculum is viewed as what actually happened at school level as teachers tried to interpret the curriculum developer’s plan. Although Stake’s model served as a guide in the collection and analysis of empirical data, other theoretical areas supported it. These included Gardner’s (1990) approaches to the incorporation of science and technology; the constant comparative approach (Merriam, 1998); and some aspects of curriculum theory, particularly curriculum development and curriculum evaluation as espoused in the works of certain scholars (e.g. Ornstein and Hunkins, 2004; Stenhouse, 1988). The study was designed as a multiple-site case study (Merriam, 1998). The sites where in-depth study of the implemented curriculum was done were four high schools in Lesotho. The intended curriculum was mainly examined by analysing the curriculum materials such as the syllabus, the examinations question paper and the textbook. The methods that were used for collecting the data were interviews, classroom observations, document analysis, and the achievement tests. / South Africa

Philosophiae Doctor - PhD / This thesis discusses the triangular relationship of aid, state and development since Lesotho's independence. It builds on three key hypotheses. First, during the preadj ustment period aid entrenched bureaucratic state power, but this changed with the adoption of the adjustment programme which only facilitates state survival. Secondly, hemmed in by external developemts and internal political and economic crisis, the state is caught between survival and shrinking resources. Thirdly, given the above, development has remained elusive inspite of the infusion of aid at highly preferential terms. Since the Cold War, aid issues have undergone three phases. Until the 1960s, donor concerns focussed primarily on economic growth. Growth with redistribution or the basic needs approach dominated aid disbursement up to the late 1970s. Since the 1980s, aid has been influenced predominantly by the IMF/World Bank orthodoxy of adjustment. Much of the debate on aid to Africa generally and to Lesotho specifically has revolved around whether aid develops or underdevelops recipient countries. The view that aid bolsters state power is not new. This study argues, however, that this may not be the case under adjustment conditions. Aid facilitates state survival in the context whereby donors mount a systematic offensive agianst dirigisme and economic nationalism. As they do that, the locus of economic production and interaction is shifted to private agents and autonomous social movements and the role of the state is cut back. Donor confidence, therefore; shifts from states to markets. The implications of these processes for the Lesotho state and prospects for development form the central thrust of this study. Non-probability purposive sampling was used for data collection. This approach rests on qualitative research methodology. Respondents were chosen on the basis of their position and influence on decion-making processes that impinge on the interface amongst aid, state and development. Primary data sources are clustered into three categories: Government; Donor agencies and embassies; and Non-governmental Organisations.

'What is a chief?' and 'what do chiefs do?' are the two questions which begin this study of political authority in rural Lesotho. These questions are contained within a broader one, 'why do villagers often hold chiefs, individually and generally, in contempt but recoil at the suggestion of dissolution of the chieftainship?' The latter question arose from the author's initial field experiences to become the basis for a study which examines the history of the chieftainship in Lesotho. This history is seen as a dialectical process involving a struggle over, and a struggle for, the chieftainship. The former struggle refers to the interventions of elites in society, namely senior chiefs, colonial government officials and, in more recent times, post-independence governments and foreign aid agencies. The latter struggle refers to the interventions of chiefs and the rural populace. Having outlined different ethnographic descriptions of Lesotho's chieftainship, in order to illustrate the different criteria of authority which were applied in the making of the chieftainship, the study goes on to consider the efforts of different agencies to make the chieftainship in the image they desired. The contradictions within, and between, these interventions are explored as the study moves towards consideration of why rural Basotho still support the chieftainship. This analysis takes the discussion from the colonial context, during which Basutoland and the chieftainship were created, to contemporary regional and local rural contexts, in which the chieftainship exists. The discussion illustrates how chiefs have been personifications of family and society, and how this representation is being challenged amongst the rural populace today. The multiplicity of forces which have shaped the chieftainship are then drawn together in a conclusion which examines the pivotal role of the chieftainship in the creation of a national identity and in the crisis of legitimacy facing the contemporary state in Lesotho. The study is informed by a marxist theoretical perspective, but it is also influenced by the debate on postmodernism in Anthropology. This leads the study to acknowledge the current context of theoretical uncertainty for ethnographic research, and the opportunities this affords for exploration of new perspectives. One result is that the study examines tentatively the role of bio-physical phenomena in the way Basotho have constructed society and nature, and represented this construction in their collective understanding of political authority.

The principle of judicial independence has been described in the case of Law Society of Lesotho v The Prime Minister and Another, as requiring judicial officers to be free to make their decisions without depending on the influence of another or any external pressure. The judiciary only owes its loyalty to the constitution and the law in the way it dispenses with justice. One of the requirements of the principle of judicial independence is appointing judicial officers in an open and transparent manner.2 Those appointed should be men and women of dignity and integrity who are able to hold the executive, the powerful, the rich and the poor accountable if they contravene the prescription of the law.3 / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2010. / Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Dr. Christopher Mbazira and Dr. Winfred Tarinyeba of the Faculty of Law, University of Makerere, Uganda. 2010. / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM