Environmental degradation is a serious problem in Lesotho, Africa. The majority of studies dealing with soil loss and gully erosion have mainly focused on the mechanics of the erosion. However, mountain watersheds are sensitive and vulnerable to degradation and in so being, have large inherent environmental implications. Gully erosion diversifies the micro-topographical and hydrological environment. The severe changes and eventual system degradation incurred as a result of gullying has rarely been quantified. This paper specifically highlights mire phytogeographic responses to valley head degradation at selected sites in eastern Lesotho by comparing patterns observed in gullied mires to those seen in other non-gullied mires. Soil and vegetation belt transects are set up across five mires (2 gullied) in the highlands of eastern Lesotho. The response of many of the plant species to the overall environmental gradient was asymmetrical and unimodal in pattern. The spatial distribution of the soil’s physical properties, topography and vegetation community patterns were found to reflect the spatial mosaic of the soil moisture gradient. The negative impact that gullying has on the ecohydrological regime of the valley heads is evident and is allowing for shrub encroachment. Both the wetland and dryland vegetation communities correlate strongly with the changes in the surface soil moisture gradient. Gully erosion is clearly a threshold phenomenon. Continued grassland degradation, accelerated soil erosion and subsequent gullying of the wetlands will lead to plant and animal diversity loss, decreased livestock productivity, sediment-laden water and shortened dam life-span.

Thesis submitted in fulfilment of the academic requirements for the degree of Doctor of Philosophy School of Geography, Archaeology and Environmental Studies University of the Witwatersrand, Johannesburg October 2015 / The eastern Lesotho highlands observe climate patterns distinct from adjacent lower altitude regions, representing a niche environment with unique biodiversity, comprising well-adapted but restricted biomes. With a heavy reliance on subsistence agriculture, Lesotho faces risks to both the economy and individual livelihoods, should current rates of climate change persist or intensify. Furthermore, eastern Lesotho serves as southern Africa’s primary water catchment, with precipitation exceeding evaporation. Any changes in the climate and hydrological systems, as are likely under climate change scenarios, would compromise biomes, livelihoods, and water security both locally and regionally. Climate change research in eastern Lesotho, is thus of particular value, yet meteorological data are sparse and the palaeoenvironmental history remains poorly resolved. This research presents the first multi-proxy Holocene palaeoenvironmental and palaeoclimatic reconstruction for eastern Lesotho. This reconstruction is developed from the results from pollen, diatom and sediment analyses, extracted from sediment cores obtained from two peat bogs at Sani Valley (~2,800 m.asl) and Mafadi Wetland (~3,390 m.asl), and from an exposed gully-sidewall profile at Sekhokong (~2,950 m.asl), approximately 1km south of the Sani Valley site. The reconstructions are temporally constrained by AMS radiocarbon dates obtained for all three sites. Mafadi Wetland demonstrates marked differences to the lower altitude sites, including slower sedimentation rates, a decrease in pollen and diatom taxa diversity, and an increase in the relative abundance of ice-tolerant diatom taxa. The microtopography of the three sites influences the rates of sedimentation, sediment properties, pollen composition, and distinct palaeoenvironmental and palaeoclimatic reconstructions for each site. The Sekhokong record commences in the late Pleistocene, with a wet period from ~13,180-10,850 cal. yr BP, interrupted by a dry period from ~13,080-12,830 cal. yr BP. From ~10,550-6,420 cal. yr BP, the Sekhokong record indicates a drier climate with a slow transition to warmer, wetter conditions. The Mafadi Wetland record commences with cold, wet conditions from ~8,140-7,580 cal. yr BP, followed by a warmer, drier period from ~7,520-6,680 cal. yr BP. Thereafter, greater microclimatic differences are apparent. For Sekhokong, warmer, dry conditions are inferred for ~6,420-6,000 cal. yr BP, followed by cold, wet conditions from ~6,000-5,450 cal. yr BP. Warmer, dry conditions commence earlier at Mafadi Wetland, from ~6,160-5,700 cal. yr BP, coinciding with the initiation of a longer wet period at Sani Valley, from ~6,200-4,900 cal. yr BP. At Sekhokong, a dry, warmer period follows from ~5,450-3,700 cal. yr BP. At Sani Valley, drier conditions are evident from ~4,770-4,470 cal. yr BP, followed by a cold, wet period from ~4,460-2,260 cal. yr BP. For Mafadi Wetland, these cold, wet conditions endure longer, from ~5,600-1,100 cal. yr BP. This overlaps with similarly cool, wet conditions at Sekhokong, from ~3,650- 1,200 cal. yr BP. By contrast, dry conditions are evident at Sani Valley, from ~2,260-1,350 cal. yr BP. For all three sites, ~1,000 cal. yr BP to present is characterised by progressive drying, with discrete wet events. Pronounced cold events are detected at ~12,660 cal. yr BP, ~8,400-8,000 cal. yr BP and ~150 cal. yr BP. The results of this study indicate similarities with records from adjacent studies in western Lesotho and South Africa, although with notable variability in the timing of events. The palaeoenvironmental reconstructions for eastern Lesotho, and their comparison with existing studies, provide valuable information to improve the understanding of southern African Holocene climates, and to facilitate the development of high resolution, accurate climate models for the eastern Lesotho region.

The study set out to assess the quality of the DTEP offered by the LCE by examining its strengths and limitations regarding student teachers‟ home and academic background, mode of delivery, entry requirements, course materials, content and pedagogic approach. This was done through analysis of some course documents and materials, interviewing course designers, tutors as well as final year student teachers. DTEP appears to be doing well in some areas and not so well in others. To start with, the programme came as the main answer to qualifying the teachers that were employed as un/under qualified at the pressing demands of UPE and FPE in the early 2000s. DTEP goes beyond teaching primary school content and methodology, onto teaching content aimed at opening doors for further study and thus other careers for its clientele. But there‟s still dire need to convince student teachers that this is good practice and for their benefit and not an unnecessary burden, as they perceive it to be. DTEP also appears to be succeeding in not just changing the negative attitudes and/or perceptions that most of its clientele tend to have at entry point, but also in them actually changing from wrong practices as well. However, the programme is characterized with some serious administrative challenges such as lack of transport which results in late delivery of study materials and irregular school visits. Also the DTEP entry qualifications are very low and yet there‟s no form of bridging course put in place to compensate for this. It as well seems that, though they are the only means of course communication, the DTEP course materials tend to be well written, interactive and thus of a good quality. The revisions of such materials, started late 2009, was completed early 2010. DTEP tutors as well stress to their students the importance of learner centred methods of teaching even though they are not able to demonstrate their use to them most of the time.

The Lesotho highlands are unique in many ways yet are at risk from severe degradation, primarily as a result of grazing and burning. This study aimed to determine whether recent (last 10-15 years) burning and grazing practices in the Sani region of eastern Lesotho are sustainable for the long-term survival of tussock grasses in the alpine belt. It was hypothesized that the alpine tussock grasses of Lesotho are being burnt and grazed at a rate that does not enable them to adequately recover between burns. A GIS based burn frequency and extent map was produced and indicated many small patchy burns (<100m2) were occurring within the Lesotho border, yet large scale burning (>10 000m2) occasionally breached the escarpment edge. Selected sites were monitored to determine the rate of growth and recovery of Merxmuellera drakensbergensis tussocks for a three year period (January 2009- December 2011). Increases were observed in basal circumference, living basal area and standing biomass yet the average height decreased across all sites and was attributed to grazing. A burn frequency of 4 burns per decade was found to be the optimum for retaining the greatest biomass, while a lack of burning for more than 9 years was suggested to result in a decrease in biomass. The leaves observed at a third of the diameter required the least average time of 6.3 years to recover to pre-burn heights as they are sheltered from environmental impacts and grazing. The middle tillers generally required the most time to recover to pre-burn heights (7.1 years) as the greatest competition for resources may be found in the centers as well as high possibilities of fire damage. The current burning activities are considered sustainable under the current levels of grazing occurring. The current levels of grazing are not advisable, especially as livestock numbers are increasing and grazing of the Sani region is becoming continuous throughout the year. A shortening of the average height of individuals within M. drakensbergensis communities is found, while increases were observed in invasive species cover. This research will add to the knowledge of environmental managers and hopefully actions may then be taken to better conserve the Lesotho highlands for future generations.

The purpose of this study is to explore the experiences that the principals encounter when managing curriculum change at the secondary schools in the Maseru district. The study is qualitative in nature and employed a case study to investigate principals’ experiences with the LGCSE curriculum change. This study used Kotter’s theory of change management as a theoretical foundation for the analysis of the data. Semi-structured in-depth –interviews and non-participant observations were used to collect data. A total of six principals from urban and rural secondary schools were interviewed and observed. Content analysis was employed to analyse data in this study. The findings revealed that the secondary school principals in the Maseru district lack skills and knowledge to manage the LGCSE curriculum change. The findings showed that the majority of the principals were not thoroughly trained on how to manage and implement the LGCSE. The principals needed continuous support from the Ministry of Education and Training. There was also a need for relevant and adequate resources to support curriculum changes. This study revealed that most principals delegated the instructional roles to the Head of Departments and the deputy principals to manage lesson plans, selection of teaching and learning materials as well as monitoring lesson presentations. This study found that most principals concentrated on administrative roles. Team work and school based workshops were found to be the strategies that principals used to manage the LGCSE curriculum change. / Educational Leadership and Management / M. Ed. (Educational Leadership and Management)

A dissertation submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of requirements for the degree of Master of Science. Johannesburg, 2015. / Mountains are one of the most important and yet environmentally sensitive habitats in the world, they act as reservoirs of species, and have frequently served as refugia for organisms during periods of climate change and provided subsequent sources for speciation. As temperatures increase due to global climate change, species are shifting to higher altitudes to escape the effects of warming at lower altitudes. The spatial distribution and diversity of alpine vegetation is strongly influenced by environmental factors such as snow cover, solar radiation, soil moisture, humidity, and air/ground temperature. Snow cover is one of the most important factors controlling ground level microclimate and alpine plant growth. My study was undertaken near Kotisephola Pass at ca. 3300 m.a.s.l. in eastern Lesotho. Three zones were identified namely, upper, middle and lower zones at the site, as a result of vegetation differences that were observed along a 30 m transect from the rock scarp to the tussock grasses. The environmental variables of temperature, soil moisture, solar radiation, snow depth and humidity were measured over a period of 17 months using i-Buttons, Hobo and Tinytag data loggers, probes, solar radiation and temperature data loggers. Vegetation sampling was undertaken to determine aerial cover, and species composition, richness and diversity during the summer growing season of January and February 2013. The study site portrays strong fine-scale botanical micro-zonation owing to ground level microclimatic differentiation as a consequence of topographic (i.e rock scarp) shading and snow capture. Temperatures were >5 °C warmer in the upper zone from July – September 2012 due to the deep (1 m) snow cover which lasted for two months longer than in the middle zone, and only lasted for 36 hours in the lower zone. Accordingly, the upper zone had the lowest solar radiation throughout the data collection period due to the continuous snow cover and shading from the rock scarp. Three botanical zones were identified as characterised by different Helichrysum species. The upper zone (21 species) was more species rich than the the middle (19) and lower (18) zones. The vegetation is dominated by grasses which cover >35% of the study site, whilst herbs and shrubs cover only ca. 6% with an average of 12.3% bare ground. The strong zonation in plant species composition is a response to the fine spatial-scale changes in the environment, resulting from snow cover acting in ameliorating the harsh iii alpine conditions in winter. More detailed research on a larger scale is still required to fully comprehend phenology and morphology of the plants at the study region.

Teachers are exposed to stressful situations, of which increasing work demands is but one, leading to an alarming escalation of stress and professional burnout as career risks in the teaching profession. The focus of this study is on stress coping strategies to prevent burnout among primary school teachers in Lesotho. Some of the reasons which urged the researcher to carry out this study pertain to the fact that, although teacher burnout is an international concern, limited studies have addressed burnout and stress coping strategies among staff in the teaching service in Lesotho. Prolonged stress is a social problem leading to mental and physical ill health, with an increasing number of teachers leaving the teaching profession in Lesotho due to burnout. The population for the study was 600 primary school teachers who were engaging in professional development by pursuing a Bachelor of Education in primary education at the National University of Lesotho. This is a part-time programme offered by the University for practising teachers who hold a Diploma in Primary Education. The study followed a mixed-methods research approach, so for the qualitative study, data were collected using semi-structured individual interviews with 20 participants. For the quantitative study, questionnaires were administered to 350 respondents. Qualitative data were analysed using an inductive approach. Quantitative data were analysed using multiple regression, Chi-square and t-test. Key findings revealed that variables such as work overload, organisational climate and role conflict are predictors of burnout among teachers. Other variables predicting teacher burnout pertain to learner indiscipline, teacher personality and insufficient teacher remuneration. Burnout attacks career motivation. It also causes aggressive and violent behaviour among teachers. Teachers buffer stress and prevent burnout by employing constructive, less constructive and neutral stress coping strategies. The Lesotho Ministry of Education and Training can alleviate stress and prevent burnout among teachers by clarifying their job descriptions, instituting formal induction programmes for new teachers and ensuring that teacher salaries are on par with equivalent professional careers. / Onderwysers word aan stresvolle situasies blootgestel, waarvan toenemende werkseise net een is; dit lei tot 'n kommerwekkende styging van stres en professionele uitbranding as loopbaanrisiko's in die onderwysberoep. Hierdie studie fokus op strategieë om stres te hanteer om uitbranding onder laerskoolonderwysers in Lesotho te voorkom. Sommige redes wat die navorser genoop het om die studie te doen, hou verband met die feit dat alhoewel onderwyseruitbranding 'n internasionale bekommernis is, is beperkte studies gedoen om uitbranding en strategieë om stres te hanteer onder onderwysers in Lesotho gedoen. Langdurige stres is 'n sosiale probleem wat tot geestelike en fisiese swak gesondheid kan lei, met 'n toenemende aantal onderwysers wat die beroep verlaat in Lesotho as gevolg van uitbranding. Die populasie vir die studie was 600 laerskoolonderwysers wat by professionele ontwikkeling betrokke was deur vir 'n baccalaureusgraad in Opvoedkunde in primêre onderwys in te skryf by die Nasionale Universiteit van Lesotho. Dit is 'n deeltydse program wat die Universiteit aanbied vir praktiserende onderwysers met 'n Diploma in Primêre Opvoedkunde. Die studie het 'n benadering gebruik van gemengde navorsingsmetodes. Vir die kwalitatiewe studie is data versamel deur semigestruktureerde individuele onderhoude met 20 deelnemers. Vir die kwantitatiewe studie is vraelyste aan 350 respondente gegee. Kwalitatiewe data is ontleed deur 'n induktiewe benadering te gebruik. Kwantitatiewe data is ontleed deur meervoudige regressie, chi-kwadraat en t-toets te gebruik. Sleutelbevindings het getoon dat veranderlikes soos werksoorlading, organisatoriese klimaat en rolkonflik aanwysers van uitbranding onder onderwysers is. Ander veranderlikes wat onderwyseruitbranding aandui hou verband met leerders se gebrek aan dissipline, onderwysers se persoonlikhede en onvoldoende vergoeding vir onderwysers. Uitbranding val loopbaanmotivering aan. Dit lei ook tot aggressiewe en gewelddadige gedrag onder onderwysers. Onderwysers keer stres en voorkom uitbranding deur konstruktiewe, minder konstruktiewe en neutrale strategieë te gebruik om stres te hanteer. Lesotho se Ministerie van Onderwys en Opleiding kan stres verlig en uitbranding onder onderwysers voorkom deur hul posbeskrywings duidelik te maak, formele oriënteringsprogramme vir nuwe onderwysers daar te stel en te verseker dat onderwysers se salarisse ooreenkom met soortgelyke professionele beroepe. / Barutiši ba lebana le maemo a kgatelelo ya monagano, ao go ona a bakwago ke dinyakego tša mošomo o montši, gomme se se feletša go kgolo ya godimo ya kgatelelo ya monagano le go lapa mošomong wa bona wa sephrofešenale bjalo ka go tsena kotsing ya mošomo wa bona ka phrofešeneng ya biorutiši. Nepišo ya dinyakišišo tše e go maano a go kgona go šoma ka fase ga kgatelelo ye ka nepo ya go thibela go lapa kudu gareng ga barutiši ba phoraemari ka Lesotho. A mangwe a mabaka ao a dirilego gore banyakišiši ba dire dinyakišišo tše ke mabapi le taba ya gore, le ge e le gore go lapa kudu ga barutiši ke tlhobaboroko maemong a boditšhabatšhaba, dinyakišišo tše mmalwa fela di boletše ka ga maano a go kgona go šoma ka mathata a go lapa kudu le a ka fase ga kgatelelo ya monagano gareng ga bašomi ka tirelong ya borutiši ka Lesotho. Kgatelelo ya monagano ye e tšeago lebaka le letelele ke bothata bja setšhaba bjo bo feletšago ka bofokodi bja maphelo a monagano le a mmeleng, fao palo ya godimo ya barutiši e tlogelago phrofešene ya borutiši ka Lesotho ka lebaka la go lapa kudu. Batho bao ba botšišwago dipotšišo ka mo dinyakišišong tše ke barutiši ba dikolo tša phoraemari ba 600 bao ba bego ba kgatha tema ka tlhabollong ya sephrofešenale ka go dira Kgrata ya Borutiši ka thuto ya phoraemari ka Yunibesithing ya Bosetšhaba ya Lesotho. Le ke lenaneo la thuto leo le dirwago dinako tše dingwe leo le abjago ke Yunibesithi ye go barutiši bao ba šomago bao ba nago le Tiploma ya Thuto ya Phoraemari. Dinyakišišo di latetše mekgwa ya dinyakišišo ye e kopantšwego, ka fao bjalo ka dinyakišišo tša boleng, datha e kgobokeditšwe ka go šomiša dipotšišo tšeo di beakantšwego ka seripa tšeo di botšišwago motho ka o tee ka o tee fao go nago le bakgathatema ba 20. Go dinyakišišo tša bontši, dipotšišonyakišišo di filwe baarabi ba 350. Datha ya bontši e sekasekilwe ka go šomiša mokgwa wa tirišo ya bohlatse. Datha ya bontši e sekasekilwe ka go šomiša dipalopalo tša go akanya kamano, Chi-square le t-test. Dikutollo tše bohlokwa di utollotše gore dilo tše dingwe tše di fapanego tša go swana le go šoma mošomo o montši go fetišiša, seemo sa ka mošomong le thulano ya go šoma mošomo ke dilo tšeo di bonwago bjalo ka tšeo di bakago go lapa kudu gareng ga barutiši. Dilo tše dingwe tše di fapanego tše di bakago go lapa kudu di mabapi le go se be le maitshwaro a mabotse ga baithuti, semelo sa barutiši le tefelo ya barutiši ye e sego ya lekana. Go lapa kudu go hlasela tlhohleletšo ya go dira mošomo. Gape go baka maitshwaro a go befelwa le a dikgaruru gareng ga barutiši. Barutiši ba fokotša kgatelelo ya monagano le go thibela go lapa kudu ka go diriša maano a go kgona go phela ka kgatelelo ao a kwagalago, ao a kwagala gannyane le a magareng. Kgoro ya Thuto le Tlhahlo ya Lesotho e ka fediša kgatelelo ya monagano le go thibela go lapa kudu gareng ga barutiši ka go hlatholla gabotse mešomo ya bona, ka go hloma mananeo a semmušo a tlwaelo ya barutiši ba baswa le go netefatša gore meputso ya barutiši e lekana le ya mešomo ye mengwe ya go swana le yona ya sephrofešenale. / Educational Management and Leadership / D. Ed. (Educational Management)

his thesis reports on a qualitative study of stakeholders’ constructions of gender in the context of the Free Primary Education policy in three primary schools in Lesotho. Through the lens of the social constructionist paradigm, the thesis examines how parents, teachers and children living in and around these primary schools think, act, and feel in relation to gender in their academic and social worlds. It looks at the ways in which these stakeholders engage with issues of gender in Lesotho communities ravaged by gender inequality. Based on parents’, teachers’ and children’s constructions of gender, the thesis suggests strategies that might help address inequitable gender relations in and around the primary schools. The thesis grounded my personal life experiences, as the researcher, as crucial in the development of methodological strategies and processes of this study. In a flexible and responsive manner, the study utilised informal conversations, semistructured interviews, observations, questionnaires and document analysis, as methods of data collection. It found that, influenced by ‘discursive constructs’ of providence and God’s will, child-adult relations, naturalness of gender differences and attributes as well as the Basotho culture, parents and teachers constructed gender in ways that reinforced existing gender inequality in and around the primary schools. The structural and social organisation of the schools that tended to allocate girls and boys into rigid social categories, and parents’ and teachers’ constructions of gender which reinforced inequitable gender relations, were found to have significant impact on the regulation of children’s experiences and meanings of gender. The study found that children’s experiences of gender informed how they actively engaged with issues of gender and the meanings they attached to being girls and boys. The study traces how Basotho culture and religion have been fundamental to gender inequality and violence in Lesotho. These factors encouraged the schools to use structural/physical identities (such as having biological sex as a boy/girl), as the bases for allocation of girls and boys into rigid and inequitable social categories. The dominant discourses of gender that emanated from these factors, ascribed stereotypic attributes to males (boys and men) and females (girls and women) as means to ground inequitable gendered human aptitudes, which were used to justify gender inequality. The study also identifies ways in which girls defy the insistence on their subordination, and sees fault lines where gender inequality can be confronted without abandoning Basotho culture. / Thesis (Ph.D.) - University of KwaZulu-Natal, Durban, 2009.

No abstract available. / Thesis (LL.M.)-University of Natal, Durban, 2002.

Environmental Impact Assessment (El A) is a process that is widely practised as it assists in decision-making and also helps to overcome the environmental problems that could result from development activities. However, the focus is still on EIA as a process and less on EIA follow-up. EIA follow-up is taken to mean the activities, such as monitoring and auditing, that are carried out after the Record of Decision has been made, although the importance of establishing EIA follow-up early in the project cycle is emphasised in this thesis. In most countries, EIA follow-up is not legislated and whilst it is generally recognized as important it is not widely practised. This thesis is aimed at assessing the status of EIA follow-up in Lesotho. Nine development projects were selected and their reports; Environmental Impact Assessment Reports (EIRs), Environmental Management Plans (EMPs) and auditing reports were analysed to determine if there was provision for EIA follow-up. Four criteria were utilised in the analysis. These were: the impacts that were predicted and mitigation measures proposed, the provision made for EIA follow-up before the implementation of the project, the impacts that were experienced and the mitigation measures that were put in place and the EIA follow-up process that was undertaken, and the people responsible for it. All projects had undergone an EIA process, except for one which did not have an EIR prepared, viz. C& Y garment factory at the Thetsane industrial site. Of the remainder, four projects contained provision for EIA follow-up, although in most case studies follow-up focused on the construction phase and little was stated about the implementation of follow-up. Generally, an environmental officer was appointed to monitor the impacts that were experienced and to ensure compliance with the EMP. However, in the Butha-Buthe industrial estate case study, the EIA follow-up process was detailed and specific, even giving the frequency with which EIA follow-up should be undertaken, by whom and how it should be done. This is most likely because it is the most recent industrial estate to be developed and that lessons were learned from previous industrial development sites discussed as case studies in this thesis, where problems were encountered due to lack of EIA follow-up. Apart from the assessment of these reports, questionnaires were also administered to nine environmental consultants practising in Lesotho. Monitoring and auditing were identified as EIA follow-up by the majority of consultants (7 or 78%). Only one person identified it as including public participation, while the other person (11 %) identified it as monitoring, which incorporates EMPs and Environmental Management Systems (EMSs). It was interesting to note that only one person included public participation as part of EIA follow-up, in contrast to the general understanding of EIA follow-up internationally, that the public have a role to play in follow-up activities. One person (1 or 11 %) pointed out that EIA follow-up should start at the planning or design stage, while the majority (89%) stated that it should start after the completion of the EIA process and the Record of Decision, the latter group failing to recognise the importance of collecting baseline data early in the EIA process. Of all the projects, only the Lesotho Highlands Water Project (LHWP) was observed to implement EIA follow-up, such as monitoring and auditing, on a regular basis. An assessment was also undertaken of the environmental legislation in Lesotho and the provision that it makes for EIA follow-up. Sections 31 and 32 of Part V of the Act specifically give provision for EIA follow-up. It is stated that in order to prevent environmental degradation, environmental monitoring and environmental auditing should be undertaken. Moreover, the Lesotho EIA guidelines (1997) do give guidance and procedures on how EIA follow-up should be undertaken. However, it was found that currently, the Environment Act, 2001 is not operational and that EIA follow-up like the EIA process is undertaken on a voluntary basis. It was therefore recommended that at present, the self-regulatory approach to EIA follow-up is the most suitable one for Lesotho. Recommendations were made to strengthen this approach until such time as legislation is in place or an environmentally aware public can participate in EIA follow-up. Several problems were identified that were hampering the practice of EIA follow-up in Lesotho. These included: the un-operational Environment Act, an environmentally unaware public, few environmentalists and lack of sensitive and dedicated government ministries. / Thesis (M.Sc.)-University of Natal, Durban, 2003.