The processes of globalisation and trade liberalisation promote formal international trade world-wide. The processes have been accompanied by the renewed vigour to improve international competitiveness of the formal enterprises. Amidst these changes, there is a growing interest in the extent of informal sector activity as a form of income generating or subsistence activity within the developed and developing countries. However, little agreement exists in the literature as to what constitutes the informal economy, what activities in addition to monetary exchange make up the informal economy and where these activities are located. The lack of consensus on the proper definition is reflected in the lack of systematic information about all the caveats of this sector. As a result, the informal crossborder trade has failed to attract attention of the academic researchers. Little is known about whether the benefits of globalisation and trade liberalisation trickle down to the lower end of the informal sector. This study explores and describes the problems faced by the Lesotho informal cross-border traders operating between Lesotho and Durban. It provides a profile of their experiences and problems along different stages of their journey. That is between their homes and the border gates, at the border gates on the their way to Durban, on their journey to Durban, in Durban, and the border gates on their return journey to Lesotho. This study examines the relationships between these traders and the traders in Durban. It tracts what happens to their goods once they are imported into Lesotho. The study concludes that trade and non-trade barriers pose a number of serious problems for the informal traders, and therefore hinder the development of international trade in the informal sector. / Thesis (M.Dev. Studies)-University of Natal, Durban, 2002.

This explorative study investigated bullying in a sample of schools in Lesotho from the learner’s perspective. A review of the existing literature formed the basis for the offered description of the phenomenon. The work examined concise definitions of bullying, school violence, victim and bully. The research described various forms of bullying, reason for and possible intervention strategies. The quantitative research method was applied, which included an analysis of the data obtained from a questionnaire containing 33 close-ended questions divided into six sections: general information; observation of bullying; experience of bullying; impact of bullying; participation in bullying activities and reasons for bullying and measures against it. The questionnaires were distributed among 1 373 learners from Lesotho public schools which were used for the study. The research was brought to a conclusive end with a proposal for school bullying intervention strategies in Lesotho public schools. / Criminology and Security Science / M.A. (Criminology)

This dissertation titled The History of the Catholic Church in Lesotho 1862-1989 has three chapters. The first chapter deals with the formation of the seventy-seven missions in Lesotho, and the establishment of the four dioceses of Lesotho the seventy-seven mission had all been formed during the period mentioned in the title, and those formed after appear in the appendix. The second chapter deals with the socio-political involvement of the Catholic Church in Lesotho, this part deals with the authority of the bishop and the Church government and again with the role of the bishop and his relationship to the Oblate authority. In this part four bishops are taken to illustrate this point, and this covers the period from 1930 to 1966. In short this deals with the internal affairs of the Church, and its finances. And we go on to deal with the involvement of the Church in the party politics which led to independence of the country. The last chapter deals with the church under the indigenous clergy, which actually is inculturation its problem and attempted solution. / Christianity, Spirituality, Church History and Missiology / M. Th. (Church History)

A descriptive quantitative study was undertaken in the Leribe and Butha-buthe northern districts of Lesotho. Thirty-six trained, twenty-four untrained TBAs and nine nurses involved in training TBAs were recruited. In line with research by Clarke and Lephoto (1989:3) the TBAs were elderly females who had children of their own. In contrast with the MOH (1993: 10) where TBAs were found to be illiterate, most (93%) of the TBAs in this study had at least a primary education. The art of primary midwifery was learned through assisting with a delivery and being taught by mothers or mothers-in-law. The public health nurses conduct formal training ofTBAs in Lesotho over a period of two weeks, where subjects like ante-natal care, delivery of the baby and post- natal care are addressed. The majority (78.8%) provide antenatal care at their homes or the home of the mother. This includes palpation, history taking, and abdominal massage and health education. An important role is identifying women at risk. During labour the progress of labour is monitored and care is given to the mother and baby post-natally. Trained TBAs could identify women at risk more readily than untrained TBAs. Cases referred most frequently were prolonged labour and retained placenta. Trained TBAs practiced hygiene more often and gave less herbs than untrained TBAs. The health care system is providing support to the TBAs through training and supervision, but was found to be inadequate. Community leaders are involved in the selection of TBAs for training. Regular meetings are held with the TB As to discuss problems. Communication is one of the problems the TB As have to face, because of the long distances from health care centres. A lack of infrastructure and supplies is also of concern. It can be concluded that TBAs play an important role in maternal health care in Lesotho and are supported to a lesser degree by the health care system, which causes problems for the TBAs in their practices. It is recommended that the ministry of health becomes more aware of the need for training TBAs and that a programme for training should be more appropriate, taking cultural practices into account. / Advanced Nursing Science / D.Lit. et Phil.

Knowledge is now considered the most important organizational resource, surpassing other resources like land and capital. It has, therefore, been acknowledged that knowledge can play an important role in ensuring an organization’s competitive edge. The purpose of this study was to investigate if knowledge sharing is being used to improve service delivery at the National University of Lesotho’s Thomas Mofolo Library. The researcher held the view that Librarians at Thomas Mofolo Library have different sets of skills which, if combined, could improve service delivery. By not sharing and retaining this existing wealth of knowledge, the researcher claimed that when librarians retire or resign from work, they will certainly take with them the knowledge they possess and the result of this knowledge loss is that the Library may be plagued by an inability to learn from the past experiences, which leads to reinvented wheels, unlearned lessons and the pattern of repeated mistakes. Both qualitative and quantitative methods were employed in the case study design in order to allow for multiple methods of data collection. Data were collected by means of questionnaires and interviews. Questionnaires were administered to all librarians who were available at the time and purposive sampling was used to determine interview participants. Out of the 25 questionnaires administered, 15 were returned, providing a response rate of 60%. The data collected by means of questionnaires was processed using Microsoft Access and analyzed using the Statistical Package for Social Science (SPSS) software (Version 17). The results of analysis were exported into Microsoft Excel for visual presentation and reporting of the results. The data from the interview sessions was analyzed manually by content analysis, using the notes that were taken by the researcher from the respondents during the interview sessions. The findings pointed to the fact that knowledge sharing does occur at TML, although mostly in an informal manner. This was largely due to a number of impediments such as lack of trust and the absence of motivations and rewards. The study concluded by recommending a number of initiatives that could be implemented in order to retain knowledge within the Library. The recommendations included developing a knowledge management strategy and formalizing knowledge sharing by formulating the desired policies. / Information Science / M.A. (Information Science)

The main purpose of this study was to assess the relationship between students' achievement in mathematics and teachers' background, professional development and teaching practices. A self report instrument - Mathematics Teaching Opinionate Scale (MaTOS) was used to collect data from Form C (Grade 10) mathematics teachers in the Maseru District in Lesotho, Southern Africa. Stratified random sampling technique was adopted for the study in the selection of participants screened on the basis of type of ownership of schools. The simple random format was subsequently utilized to pick 40 teachers on the basis of school population. Out of the total participants of 40 teachers, 18 (45.0%) were males while 22(55.0%) were female. Simple correlation and regression statistics at the 0.01 and 0.05 significance levels were utilized for data analysis. Findings indicated a significant positive relationship between students' academic achievement in mathematics and teachers' background (i.e. teachers' qualifications, subject majors and years of experience especially from six years of teaching) with r = 0.552, P < 0.01. Furthermore, regression analysis showed that teachers' qualifications (&#946; = 0.77, P < 0.05), subject majors (&#946; = 0.35, P < 0.05) and experience (&#946; = 0.16, P < 0.05) were predictors of students' achievement in mathematics [F(3,39) = 4.321; P < 0.05)]. The findings therefore suggest that if all mathematics teachers have a degree, are specialized in mathematics or mathematics education and have more than five years teaching experience the students' achievement in mathematics would likely improve. / MATH, SCIENCE & TECH EDU / MSC (MATHS,SCIENCE OR T/EDU)

The purpose of the study was to describe the knowledge, attitudes and practices of nurse-midwives related to obstetric care at Thaba-Tseka, Lesotho. A quantitative, descriptive, cross-sectional research design was used. Data were collected using structured questionnaire from 45 nurse-midwives. The findings revealed that nurse-midwives had mean knowledge score of 10.5(80.7%) out of a possible 13(Standard Deviation (SD) 1.31) on obstetric care issues. However, the majority of nurse-midwives (n=28, 62.2%) did not have knowledge on the steps of the active management of third stage of labour according to the WHO. The mean scores on practice were 34.5(86.2%) against a possible 40(SD 5.43) for antenatal care, 39.2(89%) against a possible of 44(SD 4.66) and 22.4(93.3%) against a possible of 24(SD 2.18) for postnatal care. The study revealed that nurse-midwives had positive attitudes towards obstetric care practices with mean score for attitudes was 23.4(86.7%) against a possible score of 27(SD 3.02) / Health Studies / M.A. (Public Health)

Thesis (MA (Public and Development Management))--University of Stellenbosch, 2009. / Chronic food insecurity continues to be a major problem for rural poor households in Lesotho. This condition is caused by a number of factors including poverty, landlessness, and extreme land degradation, reduced remittances due to retrenchments from South African mines, closures of some of textile industries, the effects of HIV/AIDS and a significant decline in farming practices due to erratic weather patterns and conditions. All these factors have led to an increase in vulnerability levels. This is magnified by the rapid erosion of traditional coping mechanisms, a situation that has consequently left communities unable to respond to any form of disaster. The primary aim of this research was to investigate the community vulnerability to food insecurity in the Southern Lowlands and review the World Food Programme (WFP) food aid programme in the same area. The research addressed the questions such as the causes of food insecurity in the Southern Lowlands; and social protection initiatives that are being implemented by WFP to address food insecurity. The research revealed that WFP has been distributing food aid to the vulnerable households in the Southern Lowlands since 2002. These households belong to categories such as households hosting orphans and vulnerable children, chronically ill persons and physically disabled persons; female-headed households; elderly-headed households; child-headed households; and expectant and nursing mothers. In addition to these categories, WFP implemented food for work activities in which vulnerable households with able-bodied persons worked in to receive food aid. The research found evidence of chronic livelihood failure in the Southern Lowlands. This failure renders it increasingly difficult for households vulnerable to food insecurity to develop and maintain sustainable livelihoods. In particular, the research revealed that, a large proportion of households (53%) are at risk of food insecurity in the Southern Lowlands; the majority of vulnerable households did not hold any cereal stocks remaining from the immediate post harvest period; chronic illness, unemployment and erratic weather patterns are causes of food insecurity in the Southern Lowlands. As means of coping strategies, most households adopt various strategies such as switching expenditure patterns; reducing number of meals per day; kingship support; selling of livestock; and searching for casual labour opportunities. Food aid has improved the livelihoods and quality of life of the beneficiaries especially the chronically ill people. While some food for work activities such as building of toilets and water taps have been very helpful, others such as tree planting were not embraced by some of the beneficiaries and finally food aid promotes dependency among its beneficiaries and nursing mothers intentionally starve their children in order to stay in the programme. The two significant challenges in the distribution of food aid were found to be food pipeline break and the beneficiary selection criteria. The findings therefore generate the conclusion that although there seems to be an improvement in food access by households benefiting from the food aid programme, there is no evidence that those households will continue to access food in the absence of food aid. In essence, the absence of social food security foundation, executed in tandem with food aid interventionist measures, does not realistically augur well for the future. This conclusion comes from the finding that food for work activities which are more likely to generate income for the vulnerable households are not sustainable because the discussions further revealed that these activities have been imposed on the beneficiaries, without the coownership corollary that partners the communities with food aid agencies such as WFP. It is therefore recommended that development agents should not determine the developmental projects/programmes within the communities. The process should be interactive and should not be done in isolation but in mutual social learning and capacity building process as both parties (development agents and the beneficiaries) learn from each other and manage to develop a reciprocal relationship and partnership that will eventually reap sustainable outcome. It is therefore concluded that, the food aid programmes failed to offer sustainable social safety nets to the beneficiaries. The research hypothesis that there is no clear exit strategy in the implementation of the food security interventions and that there are no sustainability and continuity measures that were put into place by WFP remains valid.

Thesis (PhD)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: The teaching and learning of algebra in the middle school grades in Lesotho is dominated by the mechanistic approach where learners are drilled on procedures for solving certain types of problems in algebra, without making any connection to the experience learners had with arithmetic. This is one of the sources of learners’ difficulties in mathematics. Research indicates that use of spreadsheets such as Excel has a potential of bridging the gap between arithmetic and algebra and thus enhancing the teaching and learning of algebra, making it meaningful to the learners. The study sought to answer the question: How do Grade 9 learners in Lesotho experience teaching and learning of algebra through Excel spreadsheets? The research commenced with a literature review that was followed by the empirical study. The theories of instrumental genesis and instrumental orchestration were identified as the framework for the investigation. Instrumental genesis is the process in which learners develop facility with the artifact as they use it towards achieving lesson objectives; technical (conceptual, mechanical) and personal (attitudes, behavior and preferred learning styles) aspects of learners’ experiences were identified. Instrumental orchestration is the steering of learners’ instrumental genesis by the teacher and the manner in which this process is carried out, depends on the teacher’s Technological Pedagogical Content Knowledge (TPCK). The research was a multi-case study following a mixed-methods approach, where both qualitative and quantitative methods were used. The empirical study was conducted in two schools in Lesotho. In each school, fifteen learners volunteered participation. The investigation was done through classroom teaching by me as the researcher. The focus was on what challenges learners encountered and how they benefited from their “spreadsheets algebra” learning experience. Data were collected through classroom observations where field notes were recorded and an observation schedule was used by the researcher and the Assistant Observer respectively. A questionnaire was also administered to all learner participants after the whole teaching period. Six learners, representative of high, medium and low performances in class, were also interviewed with a goal of finding out their experiences. The Assistant Observer was also interviewed to reduce the bias that may result from to the researcher studying her own practice The study found that learners experiences with learning algebra through spreadsheets, comprised of both challenges and benefits. The challenges encountered by learners could be classified into those that were school-based and those that were instruction-based. The school-based challenges related to inadequate physical structures and lack of well-functioning equipment in the computer laboratories. Instruction-based challenges encountered by learners were both technical and personal. Technical challenges related to the physical manipulation of the artifact and the lack of understanding of concepts involved, where the spreadsheets meet the algebra. Personal challenges related to learners’ attitude and behavior towards use of spreadsheets for algebra teaching and learning. While school authorities could address some of the challenges, it was found that both the teacher and learners could initiate strategies that could be used to overcome the instruction-based challenges. Teaching strategies such as “technical-demo”, “explain-the-screen”, “discuss-the–screen”, “link-screen-board” and “spot-and-show” (building on learners’ responses), and the general organization of classroom environment were helpful in orchestrating algebra learning within the spreadsheets. It was also found that use of spreadsheets had both cognitive and affective values for the learners. Even though use of spreadsheets may benefit both teachers and learners in algebra teaching and learning, implementation of the practice would require critical considerations in terms of teacher preparation and infra-structural improvements in the schools. / AFRIKAANSE OPSOMMING: Die onderrig en leer van algebra in die middelbare skoolgrade in Lesotho word oorheers deur die meganiese benadering waarvolgens leerders gedril word in prosedures om oplossings vir sekere tipe algebraprobleme te vind en die ervaring wat leerders in rekenkunde opgedoen het, nie daarmee in verband gebring word nie. Dit is een van die oorsake waarom leerders met wiskunde sukkel. Navorsing toon dat die gebruik van sigblaaie soos Excel moontlik die gaping tussen rekenkunde en algebra kan oorbrug, en dat die onderrig en leer van algebra daardeur kan verbeter, wat dit sinvol vir leerders sal maak. Die studie was daarop gemik om ’n antwoord op die volgende vraag te vind: Hoe ervaar graad 9-leerders in Lesotho die onderrig en leer van algebra deur middel van Excel-sigblaaie? Die navorsing het met ’n literatuuroorsig begin en is deur ’n empiriese studie opgevolg. Die teorieë instrumentele genese en instrumentele orkestrasie is uitgewys as die raamwerk vir die ondersoek. Instrumentele genese is die proses waarvolgens leerders bedrewenheid in die produk ontwikkel namate hulle dit gebruik om lesdoelstellings te bereik; tegniese (konseptuele, meganiese) en persoonlike (ingesteldheid, gedrag en voorkeurleerstyle) aspekte van leerders se ervarings is geïdentifiseer. Instrumentele orkestrasie is die stuur van leerders se instrumentele genese deur die onderwyser; en die wyse waarop hierdie proses uitgevoer word, hang van die onderwyser se Tegnologiese Pedagogiese Inhoudskennis (TPCK) af. Die navorsing het ’n meervoudige gevallestudie gebruik en ’n gemengde metodebenadering is gevolg, terwyl beide kwalitatiewe en kwantitatiewe metodes gebruik is. Die empiriese studie is in twee skole in Lesotho uitgevoer. Vyftien leerlinge uit elke skool het vrywillig deelgeneem. Die ondersoek is by wyse van klaskameronderrig deur my as die navorser gedoen. Daar is gefokus op die uitdagings wat leerders teëgekom het en hoe hulle by die “sigbladalgebra”-leerervaring gebaat het. Data is aan die hand van klaskamerwaarnemings versamel, waar veldnotas afgeneem is en ’n waarnemingskedule onderskeidelik deur die navorser en die assistentwaarnemer gebruik is. ’n Vraelys is na die volle onderrigtydperk by al die leerderdeelnemers afgeneem. Onderhoude is gevoer met ses leerders, wat hoë, medium en lae prestasies in die klaskamer verteenwoordig, met die doel om hulle ervarings te bekom. ’n Onderhoud is ook met die Assistentwaarnemer gevoer om vooroordeel, deurdat die navorser moontlik haar eie praktyk kon bestudeer, te verminder. Die studie het bevind dat leerders se ervarings met die leer van algebra deur middel van sigblaaie uitdagings sowel as voordele inhou. Die uitdagings wat leerders teëgekom het, kan onderskeidelik as skoolgebaseerde uitdagings en onderrig-gebaseerde uitdagings geklassifiseer word. Die skoolgebaseerde uitdagings hou verband met onvoldoende fisiese strukture en ’n gebrek aan behoorlik funksionerende toerusting in die rekenaarlaboratoriums. Die onderrig-gebaseerde uitdagings vir leerders is beide tegnies en persoonlik. Tegniese uitdagings hou verband met die fisiese manipulering van die produk en ’n gebrek aan begrip ten opsigte van die betrokke konsepte, naamlik waar die verband tussen die sigblaaie en algebra bestaan. Persoonlike uitdagings hou verband met leerders se ingesteldheid en gedrag rakende die gebruik van sigblaaie by die onderrig en leer van algebra. Alhoewel die skoolowerhede bepaalde uitdagings kan aanspreek, is daar bevind dat onderwysers sowel as leerders strategieë kan aanvoor om onderrig-gebaseerde uitdagings te oorkom. Onderrigstrategieë soos “tegniese demo”, “verduidelik die skerm”, “bespreek die skerm”, “koppel-skerm-bord” en “vind-en-wys” (wat op leerders se reaksie voortbou), asook die algemene organisasie van die klaskameromgewing, dra tot die orkestrasie van algebraonderrig met die sigblaaie by. Daar is ook bevind dat die gebruik van sigblaaie kognitiewe sowel as affektiewe waarde vir die leerders inhou. Selfs al sou onderwysers en leerders voordeel uit die gebruik van sigblaaie in die onderrig en leer van algebra kon trek, sou die implementering van die praktyk kritiese oorwegings moet geniet ten opsigte van onderwyservoorbereiding en infrastruktuurverbetering by die skole.

M.Inf. / For centuries man has relied on agriculture to sustain human life. Farmers, as usual, were concerned with growing crops, vegetables and breeding domestic animals for transport, meat and milk supply. Success in farming, especially stock farming was a sign of wealth. Land area for cultivation of crops and pasture for livestock was ample. So, if land gets depleted and cannot meet the needs of all adequately, farmers moved to other parts of the land where soils were still fertile. So, agriculture and stock farming relied heavily on nomadic farmers to find fresh fertile soils. Specialized agricultural information which is prevalent today was not necessary. However, as the world population increased, land areas diminished and man’s migration stopped. Soils depletion of minerals had to be re-used and technology was developed to aid in improving the quality of the soils. Fertilizers, manure and irrigation were introduced as did pesticides and herbicides which assisted in improving the quality and quantity of agricultural output. Information is a powerful tool in addressing these agricultural needs and if it is used appropriately it could change a nation’s economy. The purpose of the research was to investigate agricultural information needs of agriculturists and farmers in Lesotho and resources that are available to satisfy these needs. Therefore, it will be argued that relevant and timely information has to be organized according to language and format understood by different categories of agriculturists and farmers. Agricultural information that might be useful to improve productivity should be appropriately disseminated to users who may benefit from the information. Specifically, the research project investigated different categories of agriculturists and farmers and their type of agricultural information needs. Resources that are available in Lesotho and in organizations were also investigated in order to identify those that could be utilized to meet agriculturists’ and farmers’ needs. In order to arrive at this, the researcher did a literature study on the status of agricultural information in the developed countries (DC), the less developed countries (LDC) and Southern African Development Community (SADC). The project also looked at both the positive and negative factors that affect agricultural development in order to select which methods and resources could be adapted to address the needs of local agriculturists and farmers. The researcher used the interview method to collect data on agricultural information needs of agriculturists and farmers, as well as resources that are available to them in Lesotho. The purpose of the structured interview was to gather information related to the use of information sources, sources of agricultural information, document and information delivery and IT connectivity. The findings showed that farmers interviewed were spread evenly in agricultural farming of maize, sorghum, beans and vegetables; and stock farming of cattle, cows, piggery and poultry. iii Agriculturists indicated that the purpose for which agricultural information was needed included marketing of agricultural produce, research information and information for selfimprovement. Farmers on the other hand indicated that they needed agricultural information for advancement of primary production, community education, self-improvement and sustainable agriculture. Other major findings included concern for which pest control and sustainable agriculture. Current awareness services were also rated highly and publications were the method of dissemination that was preferred. Agricultural information that is cost-effective and appropriate was considered for purchase. In terms of acquisition and accession of information, results showed that most users preferred surface mail, as it is reliable and cheap, even though it is sometimes slow. Through it, bulky packages like books and journals could be sent.