Sweetpotato, Ipomoea batatas (L.) Lamarck was introduced into Lesotho in 1992 in the hope that it would help alleviate poverty levels. Efforts are being made to learn the potential constraints to optimal production of this crop. Insect pests especially the sweetpotato weevils, Cylas species are a major production constraint worldwide. Hence the main objective of the study was to predict if these pests have potential to establish themselves in Lesotho. Two Cylas species, C. formicarius and C. puncticollis are present in South Africa and the latter is found in the northern Free State and the Eastern Cape both of which border the central and southern lowlands of Lesotho respectively. Cylas puncticollis was chosen as the subject of this study because of its potential spread into Lesotho. Thermal requirements (lower development threshold and degree-days) of this pest were calculated in the laboratory by studying the effects of temperature on its development and survival at six constant temperatures (16°C, 19°C, 24°C, 26°C, 31°C and 36°C). The photoperiod was maintained at 12L:12D for all temperatures, but RH was not controlled. Thermal requirements (r and k) of this pest species were estimated for all the immature stages and for the total life-cycle using the linear regression method. The estimated lower temperature threshold (r) of the total development of the pest lies between 8°C and 12°C and the thermal constant (k) between 360°D and 380°D. The thermal needs of this pest obtained from the laboratory work were used to predict the potential for its establishment in Lesotho as well as determining the possible areas of distribution if it invades Lesotho. Actual soil temperatures to which the pest would be exposed to in Lesotho were recorded for a year. Both the calculated thermal needs of the pest and the field-recorded temperatures were used in the degree-day model to predict potential establishment of this pest. The second approach, climate matching in Geographical Information System (GIS) used the bio-climatic profile of C. puncticollis calculated from the known areas of its distribution in both South Africa and Swaziland. The bio-climatic profiles of the two countries were matched to the climatic conditions of Lesotho to predict the potential for its establishment. The two approaches, linear degree-day model and climate matching approach revealed that Cylas puncticollis is a potential pest in Lesotho. The former predicted the occurrence of this pest throughout the whole country with a maximum of eight generations per year being possible in the lowlands. Fewer generations (two to three) were predicted for the highlands and foothills agro-ecological zones, which are colder than the lowlands. The climate matching approach also confirmed the prediction although according to this method a patchy distribution of the pest was predicted. A survey was then carried out in Lesotho, first to determine if Cylas species were already present in Lesotho, secondly to identify any other pests of sweetpotato and lastly to determine other possible production constraints other than insect pests. The survey was conducted in the form of questionnaire and field sampling. Cylas species were neither documented by the farmers who were interviewed nor by the field sampling. Numerous common pests of sweetpotato were recorded during the sampling survey. These included the following leaf-feeding pests: Bedellia somnulentella Zeller, Acraea acerata Hewitson, Agrius convolvuli Linnaeus and locusts and grasshoppers. The root pests that were recorded were mole-rats, Blosyrus sp. and millipedes (Narceus sp.). According to the sampling carried out in Lesotho there were no insect pests that could be rated as major pests as yet. Sweetpotato farmers did not consider insect pests as an important production constraint for optimal yield of the crop. The major constraint was found to be lack of planting material, which contributed towards a slow adoption of the crop throughout the country. / Dissertation (MSc (Entomology))--University of Pretoria, 2007. / Zoology and Entomology / unrestricted

Magister Legum - LLM / The right to property is a human right guaranteed to all, including women, under various international legal instruments such as the Universal Declaration of Human Rights, the Convention on the Elimination of All Forms of Discrimination Against Women, the African Charter on Human and Peoples’ Rights as well as the Maputo Protocol. The right to property is further guaranteed under various Constitutions. However, despite the guarantee to the right to property, many women in Africa are deprived of their property rights.

No abstract available. / Dissertation (LLM)--University of Pretoria, 2013. / gm2014 / Centre for Human Rights / unrestricted

Developing countries are faced with a high incidence of food poisoning outbreaks related to the consumption of meat, with obvious economic consequences. During informal slaughter of animals the threat of food poisoning or transfer of lethal zoonoses such as anthrax, is particularly intense. In 1972 the government legislated “The Abattoir Regulation - Legal Notice No. 27 of 1972”, which mandates slaughtering of animals and meat inspection and control (Government Gazette, 1972). Before that there was no official meat inspection done in the country. Since that time, the legislation has not been updated. The only abattoir was closed in 2003; the country thus has no formal abattoir. Meat is imported and also informally slaughtered and sold illegally. This study investigated the risk of food-poisoning and zoonoses related to the sale of meat slaughtered informally. It included the extent of the illegal and informal market. In Lesotho, informal slaughter for home consumption is legal but the meat may not be sold (Kingdom of Lesotho, 1972). The methods used in this study included investigation of the number and location of outlets for informally slaughtered meat in Lesotho. Samples of meat were taken both at informal markets and from imported meat sold at commercial supermarkets. Multistage random sampling was used where the first stage was the district and the second stage was the butcher shops. As a control, samples of legally slaughtered inspected meat were taken from a supermarket in South Africa. These samples were sent for bacteriological examination which included coliform counts and isolation of possible pathogens. It was found that 40 informal butcheries existed that were selling mainly illegal meat as well as imported legally slaughtered meat. In addition, the commercial supermarkets (n=4) were selling legally imported meat. Geographical coordinates were taken of the existing informal markets and the number of informal butcheries in those markets. This was recorded as a Geographical Information Systems (GIS) map. This map will be used by the veterinary public health and epidemiology sections of Lesotho to monitor informal sales in future, in order to improve the quality of meat sold to Lesotho citizens and prevent food-poisoning by meat products. Samples of meat from local informal butchers (n=100) that were submitted for bacteriological culture (n=100) showed that 63% had coliform counts that were unacceptably high and indicated poor meat hygiene. In comparison, imported meat obtained from animals slaughtered at registered abattoirs in South Africa and transported to supermarkets in Lesotho, had acceptable levels (Total plate count of > 5) It was thus concluded that there is an urgent need for improvement in slaughter and meat inspection methods in both rural and urban areas of Lesotho. The state (both central and local Government) has an important role to play in human and animal health and food safety in the country and strategies must be developed for this. These will include training of veterinary and extension staff as well as butchers, in both the formal and informal markets, on slaughtering procedures and sanitation. In addition, they should facilitate the construction and rehabilitation/upgrading of the existing slaughter slabs in both rural and urban areas of the country, focusing on the main towns not to affect the tourism industry. Lastly, an emphasis should be placed on review of the abattoir regulations, implementation of policies on slaughter procedures and products those that are fit for human consumption, as a way of preventing meat-borne zoonotic diseases, to reduce risks of infection to consumers and to protect meat handlers. Careless handling of waste such as offal, blood and effluent during slaughter can also result in zoonoses and environmental degradation and this should also be addressed. Copyright / Dissertation (MSc (Veterinary Science))--University of Pretoria, 2009. / Paraclinical Sciences / unrestricted

This thesis reports on a study that investigated the information needs and the information-seeking patterns of secondary level geography teachers in Lesotho with the aim of guiding the design and the implementation of information service for these teachers. It was instigated by variations in content acquired by geography teachers graduating from the National University of Lesotho. The study followed a survey method using focus group discussions with the in-service teachers who were the core participants, questionnaire with the prospective teachers and individual interviews with officials in institutions that work closely with secondary level geography teachers in order to triangulate and validate the survey results. The school libraries as part of information service provided to these teachers were also partially observed through site visits to note existing services. From the visits to school libraries the status quo and key problems in this regard were identified. The data collected through the questionnaire were mainly quantitative and were analysed using the Statistical Package for Social Sciences (SPSS), while the qualitative data from the focus group discussions and individual interviews were analysed by examining themes in such a way that common trends were established. Narratives were compared with each other throughout the entire data-processing stage. There were 82 in-service geography teachers from 28 out of 51 schools offering geography at both junior and senior secondary level in seven out of ten districts of Lesotho who participated in the study. Furthermore, 46 out of 62 prospective geography teachers and nine officials from institutions involved in secondary level geography education participated in this study. The study used the Leckie, Pettigrew and Sylvain’s (1996) information-seeking of professionals’ model as its theoretical framework but overlaid it with other models such as Savolainen’s (1995) everyday life information-seeking model and Wilson’s (1999) nested model of information behaviour where necessary. The Leckie, Pettigrew and Sylvain’s (1996) model helped to reveal the work environment of the in-service teachers, including their work roles, associated tasks, information needs and information-seeking patterns. The secondary level geography teachers (including in-service and prospective teachers) in Lesotho have a variety of information needs. The nature of the information needed is current and accurate for the content that they have to deliver in class. The format of information needed is mostly audio-visual for teaching aids and materials for use in class to concretise abstract foreign geographical features and principles of geography to the learners, and print format for teachers’ personal use. The study found that the participants all have the main educator role of teaching geography. Consequently the scope of information needed covers geography content with more emphasis on physical geography sphere. The scope of information needs also covers pedagogy or teaching methods, classroom management, learners’ academic assessment and specific information pertaining to their social background, including information concerning youth and adolescence issues generally. It transpired that the participants also have administrative roles and tasks that require institution-specific information such as education policies, syllabus and curriculum documents, teaching regulations, national examinations and education legal frameworks. The results of the study also reveal that teachers have a social responsibility and caregiving role in respect of orphans whose numbers are increasing owing to the high prevalence of HIV and AIDS in Lesotho. Fulfilling this role requires information on social assistance for orphans and vulnerable children. Findings on the teachers’ information-seeking patterns include preferences for information sources and the order of consulting such sources. In this study, teachers’ preferred order of information sources is the syllabus, then the learners’ prescribed textbooks, their own collection of books and then colleagues who are also geography teachers in their schools and professional associations, science, agriculture and development studies teachers. Teachers’ age and the geographic location of schools seem to have an influence on information-seeking patterns, given that younger novice teachers always start with the syllabus, while older teachers with longer teaching experience indicated that they do not consult the syllabus that much. Other marginal differences between the participants are that while younger teachers in urban schools reported occasional use of the internet, older teachers mostly consult their colleagues in other schools, as they seem to have well-established social networks. Teachers in the rural schools use the people in their communities, such as farmers and miners, as information sources. Libraries are hardly used because they are reported to be stocked with outdated books that bear no relevance to a current understanding of geography. The school libraries were reported to be staffed by incompetent people who are unable to assist with addressing the teachers’ information needs. It was evident that journals are lacking in schools and the teachers have limited means of keeping abreast with the latest developments in geography education other than through media such as television, radio and newspapers. In terms of preferences for information sources and order of use, it is evident that teachers begin with the syllabus, which is a national framework guiding teaching and learning, moving on to internal and external information sources such as book collections, with a preference for colleagues specialising in disciplines such as geography, agriculture and natural sciences and development studies. This is followed by selective use of the internet as a global information source by younger teachers in urban areas. In satisfying information needs, teachers in rural schools also reach out to community members, such as farmers and miners. Popular media such as television, radio and newspapers compensate for lack of journals and other current literature possibly existing in well-functioning libraries. In seeking information, communication channels used to access information are also important and had to be considered in this study. The study found that secondary level geography teachers in Lesotho use face-to-face communication as well as telephone/cell-phone calls, including Short Message System (SMS), for communication. The internet was recommended by 100% of the participants as one of the ways that could improve information service to these teachers. The internet is regarded as the key source to provide current and varied information, even though at the time of the study it was mostly used only by younger teachers in the urban areas. Communication channels preferred by secondary level geography teachers need to be noted, as they can shed light on how to communicate information to these teachers. Based on the findings, the study proposes an information service model for secondary level geography teachers in Lesotho. The model is based on the information needs and information-seeking patterns of these teachers, including their preferred information sources and order of use, as well as communication channels. The model also considers, in its design, the prevailing poverty and limited resources in Lesotho to ensure that it is realistic and achievable. The model outlines its implementation strategies, as well as strategies to evaluate the proposed information service. The study concludes by making recommendations concerning the modalities for addressing the information needs of secondary level geography teachers in Lesotho, the most important being that the teachers have access to information that is current and relevant to their teaching, disseminated in their preferred format and communicated through their preferred channels. Following the findings on information needs and information-seeking patterns, including the expressed need for internet, the study also recommends strategies on how these teachers may access the internet. / Thesis (PhD)--University of Pretoria, 2011. / Information Science / unrestricted

Information literacy skills are a necessity among university students, hence information literacy instructors should keep abreast with the 21st century information literacy curriculum, its delivery and assessment. The study investigated information literacy training and its needs at NUL. The purpose was to investigate information literacy curriculum, delivery and assessment at the National University of Lesotho. Guided by the Association of College and Research Libraries (ACRL) information literacy framework for higher education, the study sought to establish the extent to which the NUL information literacy programme considers ACRL frames or any other standard of relevance. The study adopted a qualitative approach using a phenomenology research design. Data was collected from NUL Subject Librarians through focus group discussions and one on one interview with the Lecturers. Data was generated from structured interview questions; analysed manually and presented in an interpretative form such that participants’ responses were tabulated under subheadings corresponding to the items from the research instruments that were formulated from the research questions. Major findings are that there is no information literacy programme in place hence there is no specific curriculum at NUL, as a result there is also no benchmarking. NUL Subject Librarians take initiative to improvise information literacy content; they use lecture mode and library tours as their predominant mode of information literacy teaching and learning. Although there is a Communication Skills Course meant to assist students with information and communication skills, students struggle to search for information; they are even unable to consult a variety of information sources. The study therefore recommends NUL Library to establish a clear information literacy training programme that is delivered in collaboration with academic staff. It is further recommended that Subject Librarians should contribute to the content of the Communication Skills Course.

Thomas Mofolo’s novel Chaka was a key contributor to Shaka’s mythical status. This thesis attempts to demonstrate the significance of this work in light of the author’s intellectual education and development by the Paris Evangelical Mission Society in Lesotho and the subsequent exploitation of the novel by Léopold Sédar Senghor. In the figure of Shaka, whom Senghor posed as an intellectual challenge to the imperial cultural assumptions of the colonising powers, the Senegalese author created one of Négritude’s most powerful symbols. Following Senghor, a succession of Francophone African versions of Mofolo’s story imbued the Zulu king with each author’s cultural and political idiosyncrasies. These versions offered entirely new texts, which performed the simultaneous acts of deculturation and neoculturation of Mofolo’s novel and Shaka/Chaka’s life. Traditionally, Anglophone and Francophone African literary cultures have been treated as separate intellectual spheres. This thesis seeks to understand the dialogue between them, and examines the evolving narrative of their cultural exchanges through the ‘transculturation’ of Mofolo’s Chaka.

Thesis (M. Ed.)- Central University of Technology, Free State, 2012 / The aim of this study was to investigate the challenges that teachers face with regard to the implementation of inclusive education in the Maseru district of Lesotho. The skill, training of teachers, planning and the way in which inclusive education is implemented has a great impact on learners. In this study, a quantitative method using survey research design in the form of a semi-structured questionnaire was applied to collect data from randomly selected teachers in two districts of Lesotho, namely Lithabaneng and St. Bernadette. Questionnaires were used extensively because they provide an efficient way to obtain information about a wide range of research problems. The basic objective of the questionnaire was to obtain facts and opinions about a phenomenon from people who are informed on the particular issue. The research study revealed two most profound results. Firstly, that teachers are not properly trained and consequently experience serious challenges when teaching learners with special needs in an inclusive classroom. Secondly, that inclusive education is not properly implemented because the results show that most Lesotho school buildings do not accommodate children with physical disabilities. Furthermore, it became evident from the results of the study that implementation of inclusive education is not well monitored. The recommendations made in this study are that teachers need to be trained properly with regard to inclusive education and its implementation in Lesotho and for future construction of building structures by the Lesotho government ensures that provision is made for learners with special needs.

The purpose of this research is to investigate whether or not adult education acts as an agent for social change in Lesotho, especially in communities of the urban and rural poor. The importance and value of adult education as an agent for social change are highlighted. The study has employed a descriptive approach with case studies, involving samples from chiefs, the Ministry of Education and three prominent institutions: the Lesotho Distance Teaching Centre, the Lesotho Association of Non-Formal Education and the Institute of Extra Mural Studies. The samples of these constituencies totalled one hundred and forty-three. The study has used interviews, questionnaires and observations for collection of data. The researcher observed and judged the natural environment under which facilitation education occurred. Occurrences of all instances under observation were recorded and analysed. The study revealed that even though there is no government policy regarding adult education in Lesotho, the role played by adult education is important as an agent for social change. Adult education has proven its importance and value as a means of providing solutions to pressing issues and problems of the disadvantaged groups. Adult education has a wide range of achievements through which social change is visible and measurable. On the other hand, there is an equally strong opposing side that argues that adult education, as a provision of education in general, does not bring social change in Lesotho; instead, it perpetuates social inequalities that exist. Adult education, according to practices which conform to consensus and conflict paradigm principles, is used as an instrument to promote and strengthen the status quo of social inequalities in Lesotho. However, the researcher believes, through the findings of this study, that educating the urban and rural poor is a reasonable move because these groups constitute a large number of the human resource in Lesotho. With this human resource, if well developed, it is hoped that all other resources can be mobilised for the good of the nation. Lastly, the researcher believes that follow-up studies are needed in order to assess impact of adult education in Lesotho and recommends further research concerning adult education programmes and other pressing issues that are not included in this study. / Educational Studies / D.Ed. (Didactics)

Thesis (MPhil)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: The level of unemployment in Lesotho has reached an alarming rate and this situation is compounded by massive mine retrenchments (Central Bank of Lesotho, 2001: 22). Given this background, it is imperative to gain a deeper understanding of the career life histories of retrenched Basotho migrant labourers in order to explain their perceptions/attitudes regarding education. In-depth individual interviews with 26 retrenched mineworkers were conducted for collecting data and a grounded theory approach was followed in analysing the data. The life histories of the men were critically investigated, from the time before they were employed in the mines, to the stage when they were working in the mining industries. The enquiry continued to a stage when they were retrenched from the mines. Their lives after retrenchment were looked at to establish whether they had acquired skills whilst they were employed in the mines. The objective was to determine whether the skills acquired were useful to them after retrenchment and if they could secure them employment in other sectors of the economy besides the mines. The study revealed that most of the migrant labourers had not acquired other skills besides those that were offered in the mines. As a result, all of the men were unemployed becausethey lacked skills that were relevant to the economy of Lesotho. Retrenched migrant labourers reported that education was important, especially for their children. For them, they indicated that they could pursue education if they would be employed in the mines again of it is offered where they would be employed, on the job training. The question is whether these men will secure employment in other sectors in Lesotho given that they lack relevant skills. It is advisable, therefore, for the government of Lesotho to facilitate career guidance in the country to encourage these men to acquire marketable skills and to promote employment creation. / AFRIKAANSE OPSOMMING: Die werkloosheidsyfer in Lesotho het 'n ontstellende vlak bereik en hierdie situasie word vererger deur massiewe afdankings by die myne (Central Bank of Lesotho, 2001: 22). Dit is dus noodsaaklik, gegee hierdie agtergrond dat 'n beter begrip van die beroepsgeskiedenisse van afgedankte Basotho trekarbeiders omskryf word om hulle persepsies/houdings jeens opvoeding vas te stel. Daar is individuele in-diepte onderhoude gevoer met 26 afgedankte mynwerkers om data in te samel en 'n gegronde teorie aanslag is gevolg in die analise van die data. Die lewensgeskiedenisse van die mans is krities ondersoek, vanaf die tydperk wat hulle in diens geneem is in die myne tot hulle indiensneming in die mynindustrieë. Die ondersoek sluit ook die afdankings periode in. Hulle lewens na afdanking is ook ondersoek om vas te stelof hulle vaardighede tydens hulle diens in die myne aangeleer het. Die doelstelling hiermee was om vas te stelof die aangeleerde vaardighede indiensname in ander sektore kon verseker na hulle afgedank is. Die studie toon dat die meeste trekarbeiders nie enige ander vaardighede aangeleer het as wat hulle in die myne gebruik het nie. Dit het daartoe gelei dat hulle nie geskik is vir werk in ander sektore aangesien hulle nie oor relevante vaardighede beskik nie. Afgedankte trekarbeiders het aangedui dat opvoeding belangrik is, veral vir hulle kinders. Hulle het wel aangedui dat hulle verdere opleiding sou wou ontvang indien hulle weer in diens geneem word of as deel van in-diens opleiding. Die kwessie is egter of hierdie mans in ander sektore in diens geneem sal word aangesien hulle nie oor die nodige vaardighede beskik nie. Dit word dus aanbeveel dat die Lesotho regering beroepsleiding te fasiliteer om hierdie mans aan te moedig om bemarkbare vaardighede te kry as ook om werkverskaffing aan te moedig.