Yes / This briefing paper reports on research exploring ten detailed case studies of livelihoods-oriented interventions operating in Tanzania, South Africa, Uganda and Lesotho. As a proxy for best practice, these interventions were analysed through an audit of sustainable livelihood `principles¿. This revealed general lessons about both the practical opportunities and challenges for employing sustainable livelihoods approaches to the design, implementation, monitoring and evaluation of development interventions and also about the changing format of development interventions. / Department for International Development.

yes / This briefing paper reports on research exploring ten detailed case studies of livelihoods-oriented interventions operating in Tanzania, South Africa, Uganda and Lesotho. As a proxy for best practice, these interventions were analysed through an audit of sustainable livelihood `principles¿. This revealed general lessons about both the practical opportunities and challenges for employing sustainable livelihoods approaches to the design, implementation, monitoring and evaluation of development interventions and also about the changing format of development interventions. / Department for International Development.

Abstracts in English, Southern Sotho and Afrikaans / The purpose of the study was to explore and describe the perceptions of electricity stakeholders (referred to for the purposes of the study as electricity customers) regarding their communication with Lesotho Electricity and Water Authority (LEWA) during electricity tariff reviews in 2016 and 2017. LEWA is the electricity regulator, while Lesotho Electricity Company (LEC) is the national power distributor in Lesotho. The electricity customers participated in the review process. The study was framed within development communication, with particular focus on its derivative, participatory communication. The principles of stakeholder theory were also considered. The study combined both quantitative and qualitative research approaches for data collection. The findings of the study were triangulated using an online self-administered questionnaire, a focus group moderator’s guide and a qualitative document analysis. The results were interpreted in line with the proposed practical guidelines. The finding of the study is that although LEWA endeavoured to collaborate with electricity customers during electricity tariff review processes, its implementation of participatory communication was inadequate. Furthermore, electricity customers have not yet fully embraced the importance of participating in electricity tariff review processes, because they perceive such endeavours not to be useful. As a result, the findings of the study encapsulate revised practical guidelines to fit an electricity review setting, which could serve as a heuristic for similar organisations as well as provide insights into the benefits of participatory communication in the various aspects of their work. / Morero wa phuputso ena e ne e le ho hlahloba le ho hlalosa maikutlo a ba nang le seabo motlakaseng (ba boletsweng e le bareki ba motlakase molemong wa phuputso) mabapi le puisano ya bona le Lekgotla la Taolo ya Motlakase le Metsi Lesotho (LEWA) nakong ya ditlhahlobo tsa ditefiso tsa motlakase ka selemo sa 2016 le 2017. LEWA ke molaodi wa motlakase, athe Khampani ya Motlakase ya Lesotho (LEC) ke yona moabi wa matla wa naha ya Lesotho. Bareki ba motlakase ba nkile karolo tshebetsong ya tlhahlobo. Phuputso e hlophisitswe kahara puisano ya ntshetsopele, e shebane haholo le puisano ya yona eo eseng ya pele, le ya bonkakarolo. Ditekanyetso tsa dikgopolo tsa ba amehang le tsona di ile tsa hlokomelwa. Phuputso e kopantse mekgwa ya dipatlisiso ya bongata le boleng ka bobedi bakeng sa pokello ya datha. Diphumano tsa phuputso di ne di arotswe ka dikgutlo-tharo ka tshebediso ya lethathamo la dipotso le fumanehang inthaneteng, tataiso ya motho ya lekanyang wa sehlopha seo ho tsepamisitsweng maikutlo ho sona le manollo ya tokomane ya boleng. Diphetho di ile tsa hlaloswa ka tumellano le ditataiso tse sebetsang. Phumano ya phuputso ke hore leha e le hore LEWA e ne e leka ho sebedisana le bareki ba motlakase nakong ya ditshebetso tsa tlhahlobo ya ditefiso, ho kenngwa tshebetso ha yona ha dipuisano tsa bonkakarolo ho ne ho sa lekana. Ntle le moo, bareki ba motlakase ha ba so ka ba amohela bohlokwa ba ho nka karolo ditshebetsong tsa tlhahlobo ya ditefiso tsa motlakase, hobane ba bona boiteko bo jwalo bo sena thuso. Ka lebaka leo, diphumano tsa phuputso di akarelletsa ditataiso tse ntlafaditsweng tse sebetsang bakeng sa ho nepahala boemong ba tlhahlobo ya motlakase, bo ka sebetsang e le tharollo bakeng sa mekgatlo e tshwanang hammoho le ho fana ka lesedi la melemo ya puisano ya bonkakarolo dikarolong tse fapaneng tsa mosebetsi wa yona. / Die doel van hierdie studie was om die persepsies van elektrisiteitsbelanghebbers (waarna vir die doel van die studie verwys word as elektrisiteitskliënte) rakende hul kommunikasie met die Lesotho Electricity and Water Authority (LEWA) gedurende elektrisiteitstariefhersienings in 2016 en 2017, te ondersoek en te beskryf. LEWA is die elektrisiteitsreguleerder, terwyl die Lesotho Electricity Company (LEC) die nasionale kragverspreider in Lesotho is. Die elektrisiteitskliënte het aan die hersieningsproses deelgeneem. Die studie het in die konteks van ontwikkelingskommunikasie geskied, met spesifieke fokus op die afleiding, deelnemende kommunikasie. Die beginsels van belanghebberteorie is ook in ag geneem. Die studie het kwantitatiewe en kwalitatiewe navorsingsbenaderings tot data-insameling gekombineer. Die bevindings van die studie is getrianguleer met behulp van ʼn aanlyn selfgeadministreerde vraelys, ʼn fokusgroepmoderatorsgids en ʼn kwalitatiewe dokumentontleding. Die resultate is geïՙnterpreteer ooreenkomstig die voorgestelde praktiese riglyne. Die gevolgtrekking van die studie is dat hoewel LEWA probeer het om met elektrisiteitskliënte saam te werk gedurende elektrisiteitstariefhersieningsprosesse, hul implementering van deelnemende kommunikasie ontoereikend was. Verder besef elektrisiteitskliënte nog nie ten volle die belangrikheid van deelname aan elektrisiteitstariefhersieningsprosesse nie, omdat hulle sodanige pogings nie as nuttig ervaar nie. Gevolglik is die bevindings van die studie ʼn samevatting van hersiene praktiese riglyne om by ʼn elektrisiteitshersieningskonteks te pas, en dit kan dien as heuristiek vir soortgelyke organisasies en kan ook insig gee in die voordele van deelnemende kommunikasie in die verskillende aspekte van hul werk. / Communication Science / M.A. (Communication)

The present research study is a deconstructive collaborative project situated within a postmodern paradigm. The research is premised on a notion that disability has been constructed by societies to reflect their values and norms. Despite various ancient and contemporary worldviews stabilising this normative paradigm, disability has remained a shifting and fleeting concept. For the most part, it has cast the disabled identity in more negative and alienating ways than positive. The Christian cultural context of Lesotho within which the study is situated has not done any better in terms of portraying people with disabilities. Instead, it has inherited the legacy of the ancient Mediterranean world and further re-read it in the light of the demands of contemporary society on the disabled identity. For instance, people with disabilities are still constructed as „sinners‟, „monsters‟, „add-ons‟, and pathological burdens who cannot by themselves survive the challenges of the contemporary world. Using the ideas of Foucault and Derrida, the study examines ways in which such a notion of disability is not only linguistically unstable but also founded on the binary opposites. The participatory nature of the study brings the important voices of people with disabilities to further destabilise the notion of disability and to deconstruct the dominant disability story. The immersion of this study within the participatory ethics and consciousness of Kotzé and Heshusius respectively, has led to an ambitious proposing of the participatory model of disability. The latter has leanings towards metaphors of the church as communion founded on and nurtured by the theologies of embrace, interdependence, healing and botho. It also resonates with the metaphor of the church as expounded in I Corinthians 12. As members of the body of Christ, no member can suffer without the rest of the body feeling the same. If one member of the body is disabled all the body is disabled. Alienating and marginalising others has no place in such a metaphor of church as communion, since by its own definition, all belong to and participate within it. / Practical Theology / D. Th. (Practical Theology with specialisation in Pastoral Therapy)

A qualitative, descriptive, contextual study design was used to describe the role of antenatal services in supporting teenage pregnant girls in Leribe district of Lesotho. The study population consisted of all teenage pregnant girls between 13-19 years of age. Non-probability convenient sampling technique was used to identify potential participants. Data was collected by means of tape-recorded in-depth individual, semistructured interviews and analysed using Tesch’s descriptive method of qualitative data analysis (Creswell 2009:186). The findings of this study revealed that teenage pregnant girls require comprehensive antenatal services that are sensitive to the needs related to their age. Strategies in which antenatal services can be strengthened to support teenage pregnant girls better were described / Health Studies / M.A. (Public Health)

Thesis (MEd)--Stellenbosch University, 2013. / Includes glossary of terms / ENGLISH ABSTRACT: In the study presented, two English curriculum documents were analysed, one from South Africa and the other from Lesotho. The analysis was focused on English first additional language curriculum documents for what is known as Grade 12 in South Africa and Form E in Lesotho. The two curricula are both informed by Communicative Language Teaching (CLT), with the concept of communicative competence, which is the ability to use the linguistic system effectively and appropriately, at its core. The two curricula are distinguished from each other as being locally developed (South Africa) and internationally developed (Lesotho) curriculum documents. Research contributions on the role that English plays in today‟s language learning and teaching context introduce the study . An overview is provided of the CLT appr oach and the essentials and difficulties perceived in CLT introduction in Africa and particularly Southern Africa. Jacobs and Farrell‟s (2003) evaluative framework for CLT is proposed as an indication of the extent to which CLT is evident in curricula. Ag ainst this background, the question arises of how CLT is realised in English first additional language curriculum documents for Grade 12 in South Africa and for Form E in Lesotho . In answering the question, a qualitative content analysis method that sets in interpretivist paradigm is employed for analysis of the curricula, and coding is applied using the evaluative framework proposed by Jacobs and Farrell (2003). The analysis attempts to evaluate the two English first additional language curriculum documents (curricula plans ). First, an exploration of the structures of the two curriculum documents was done. Second, the evaluation of the curricula against Jacobs and Farrell‟s (2003 :10 ) “ eight changes in language teaching and learning ” followed. Third, the comparison of the two curricula was carried out. Evaluation and comparison processes were carried out for the purpose of determining which of the two curricula best realises CLT. Reflecting on what is needed in the choice of English first additional language curricula, the conclusion is reached that (a) curricula need to be explicit in describing texts for language teaching, (b) they need to include oral and listening proficiency, and (c) a locally developed curriculum realises the CLT elements better than an internationally developed curriculum document. This means that learners‟ needs are be tter accommodated when local context and situations are in use. With this, learners bring their learning experiences as close as possible to their own real-life situations and thereby contribute towards language development. / AFRIKAANSE OPSOMMING: Hierdie studie analiseer twee kurrikulumdokumente vir die onderrig van Engels: een Suid-Afrikaans en die ander van Lesotho. Die analise fokus op Engels as eerste addisionele taal kurrikula vir wat as Graad 12 bekend staan in Suid-Afrika en as Vorm E in Lesotho. Beide kurrikula is in die Kommunikatiewe Taalonderrigtradisie ontwikkel; ʼn tradisie wat vereis dat die taalstruktuur effektief in realistiese situasies gebruik word. Die twee kurrikula word onderskei deur die feit dat die Suid-Afrikaanse een plaaslik ontwikkel is en die Lesotho onderwyssisteem gebruik ʼn internasionaal - ontwikkelde kurrikulum, die Cambridge Overseas English Certificate. Die studie word ingelei deur ʼn bespreking oor die r ol wat Engels speel in die huidige leer- en onderrigkonteks. ʼn Oorsig word gegee van Kommunikatiewe Taalonderrig (KTO), gevolg deur ʼn bespreking van die elemente en probleme wat ervaar word met KTO in Afrika en in Suider- Afrika in die besonder. ʼn Raamwerk, voorgestel deur Jacobs en Farrell (2003) vir die evaluering van KTO, word voorgestel as ʼn aanduiding van die mate waartoe kurrikula die beginsels en praktyke van KTO insluit. Die probleem wat hierdie studie bestudeer is die mate waartoe KTO manifesteer in die Graad 12 Engels Eerste Addisionele Taal kurrikulum in Suid-Afrika en in die Vorm E kurrikulum, die Cambridge Overseas English Certificate, in Lesotho. Die navorsingsbenadering is interpretatief en kwalitatiewe inhoudsanalise word gebruik om die kurrikula te analiseer. Deur die raamwerk van Jacobs en Farrell (2003) te gebruik, word dit moontlik om die twee kurrikulum dokumente te analiseer en te vergelyk . As ʼn eerste stap word die struktuur van beide dokumente bespreek, gevolg deur ʼn evaluering van elke kurrikulum in terme van die agt veranderings in onderrig en leer wat veronderstel is om KTO te karakteriseer (Jacobs en Farrell 2003:10). Hierdie twee stappe is nodig om die finale vergelyking van die twee kurrikula te kan doen sodat die mate waartoe hulle KTO manifesteer, aangedui kan word. Hierdie analise kom tot die gevolgtrekking dat die Engels eerste addisionele taalkurrikulum in Lesotho (a) duideliker riglyne moet verskaf vir die aard van tekste wat vir Engels taalonderrig gebruik kan word, (b) dat hierdie kurrikulum mondelinge- en luistervaardighede moet insluit en (c) dat die plaaslik-ontwerpte, Suid-Afrikaanse kurrikulum beter rekenskap gee van KTO as die Cambridge Overseas English Certificate, die internasionaal-ontwikkelde dokument wat in Lesotho gebruik word. As gevolg van die vergelyking met die Jacobs en Farrell raamwerk, blyk dit dat leerders se behoeftes beter ondervang kan word wanneer plaaslike kontekste en situasies gebruik word omdat leerders op hulle eie leerervarings kan staatmaak om hulle taalvermoë te ontwikkel.

The present research study is a deconstructive collaborative project situated within a postmodern paradigm. The research is premised on a notion that disability has been constructed by societies to reflect their values and norms. Despite various ancient and contemporary worldviews stabilising this normative paradigm, disability has remained a shifting and fleeting concept. For the most part, it has cast the disabled identity in more negative and alienating ways than positive. The Christian cultural context of Lesotho within which the study is situated has not done any better in terms of portraying people with disabilities. Instead, it has inherited the legacy of the ancient Mediterranean world and further re-read it in the light of the demands of contemporary society on the disabled identity. For instance, people with disabilities are still constructed as „sinners‟, „monsters‟, „add-ons‟, and pathological burdens who cannot by themselves survive the challenges of the contemporary world. Using the ideas of Foucault and Derrida, the study examines ways in which such a notion of disability is not only linguistically unstable but also founded on the binary opposites. The participatory nature of the study brings the important voices of people with disabilities to further destabilise the notion of disability and to deconstruct the dominant disability story. The immersion of this study within the participatory ethics and consciousness of Kotzé and Heshusius respectively, has led to an ambitious proposing of the participatory model of disability. The latter has leanings towards metaphors of the church as communion founded on and nurtured by the theologies of embrace, interdependence, healing and botho. It also resonates with the metaphor of the church as expounded in I Corinthians 12. As members of the body of Christ, no member can suffer without the rest of the body feeling the same. If one member of the body is disabled all the body is disabled. Alienating and marginalising others has no place in such a metaphor of church as communion, since by its own definition, all belong to and participate within it. / Philosophy, Practical and Systematic Theology / D. Th. (Practical Theology with specialisation in Pastoral Therapy)

A qualitative, descriptive, contextual study design was used to describe the role of antenatal services in supporting teenage pregnant girls in Leribe district of Lesotho. The study population consisted of all teenage pregnant girls between 13-19 years of age. Non-probability convenient sampling technique was used to identify potential participants. Data was collected by means of tape-recorded in-depth individual, semistructured interviews and analysed using Tesch’s descriptive method of qualitative data analysis (Creswell 2009:186). The findings of this study revealed that teenage pregnant girls require comprehensive antenatal services that are sensitive to the needs related to their age. Strategies in which antenatal services can be strengthened to support teenage pregnant girls better were described / Health Studies / M.A. (Public Health)

Thesis (M. Tech. Marketing) -- Central University of Technology, Free State, 2010

The Lesotho Junior Secondary Examination Analysis (2009 and 2010) revealed that students performance in Mathematics in general and Transformation geometry of rotation in particular was generally poor. Only a few number of students that sat for the final Form C Examination passed. This study employed the van Hiele’s levels of learning to investigate and describe the difficulties students have in the learning of rotational transformation geometry. Both a written test and interview were used to solicit information regarding students’ difficulties. This information was collected from 90 students from Qaoling Secondary School in Maseru district in Lesotho. Findings from the study revealed that students had difficulties in identifying and naming transformation of rotation, finding the centre, angle of rotation and locating the exact image of a rotated figure after rotation. Also, they had greater difficulties when using transformation to do proof. The analysis showed that students mostly had difficulties at the level of Abstraction and Deduction. This gave an indication that the vast majority of the students in Form C are reasoning at the lowest two levels of the van Hiele’s model which are Visualization and Description. For these students’ difficulties to be curbed, the analysis demonstrated amongst others that teachers needed to use Manipulative materials and Information Communication Technology (ICT) during the process of teaching and learning. Manipulative materials provide experience in which students can transfer their understanding smoothly from one concept to another. / Mathematics Education / M. Ed. (Mathematics Education)