A research report submitted to the Faculty of Science, University of the Witwatersrand, in partial fulfillment of the requirements for the degree of Master of Science. Johannesburg, 2017. / Lesotho, being a mountainous area and due to the level of poverty and the dependency of its economy largely on agriculture, is particularly vulnerable to the impacts of climate change. This study examined maximum, minimum and mean temperature trends at various altitudes in Lesotho so as to determine possible implications of recent (70 - 80 years) altitudinal climate trends on the agricultural sector. Using seven stations at various altitudes across Lesotho, trends in maximum, minimum and mean temperatures were analyzed at monthly, annual and seasonal scales. The significant warming of minimum temperatures (Mokhotlong (p=0.000), Oxbow (p=0.013) and Qachasnek (p=0.002)) and maximum temperatures (Mokhotlong (p<0.0001), Oxbow (p=0.007) and Qachasnek (p=0.000)), were observed at the highland stations, located on the eastern side of Lesotho, while at the lowland stations as well as in the foothills, located on the western side of Lesotho, significant increases were only observed with minimum temperatures (Maseru (p<0.0001) and Mejametalana (p=0.000), Butha Buthe (p=0.017), located on the western side of Lesotho. In Mohaleshoek, located in the Senqu river valley, no significant trends were observed. In addition, a significant decrease in the number of days with frost was observed in both the highlands and the lowlands. With significant increases in maximum and minimum temperatures, a decline in agricultural production can be expected in the lowlands while a potential increase in areas suitable for agricultural production can be expected in the highlands. / LG2017

Sub-Saharan Africa has the highest number of people living with HIV and AIDS in the world. Several studies that were carried out suggest that there is a negative impact of HIV and AIDS on the health sector. This impacts directly on health care providers as they are the first point of contact for ill people. This study seeks to explore the impact of HIV and AIDS on health care provision looking at the perception of health care providers. Qualitative methods were used for collecting data from the health care providers. Two focus group discussions were conducted and ten in-depth interviews were conducted in three health care facilities in Lesotho. Audio tapes were used to record the interviews and thematic analysis was utilized to analyse the data. The results showed that the workload has increased due the increased number of people who seek health care services. There is also a shortage of staff in facilities which leads to health workers having to work extra hours. The study further indicated that there is lack of knowledge among health care providers regarding the management of HIV and AIDS. Consequently, the health care providers fear the risk of contracting HIV from their patients. In addition, the results revealed that the poor infrastructure at the facilities hinder health care providers from performing their duties effectively. The other concern was the lack of support structures from the management. Furthermore, stigma and discrimination emerged as the major problems for providers as work and home. As a result, the health care providers are stressed and suffered from burnout. There is a need for further research on the impact of HIV and AIDS on health providers. Government should take more responsibility for encouraging students to enroll at health training institutes. The curriculum should include an emphasis on HIV and AIDS and workshops on HIV and AIDS should be held. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.

With the current scourge of HIV and AIDS among the youth in Sub-Saharan Africa, sexuality education has been hailed as the vaccine against new infections. This places teachers at the forefront of the pandemic as facilitators of knowledge. This study explores women teachers’ experiences of teaching sexuality education in rural schools in the age of HIV and AIDS. As a participant researcher, I have worked through photo-voice, drawings, memory work, and focus group discussions with eight Basotho women teachers, and explored how womanhood and teacher-hood shape and reshape each other in becoming a sexuality education woman teacher. I highlight the gender dynamics characteristic of rural communities and how they play out in the construction of sexuality discourses in relation to women teachers, and how such constructions create im/possibilities for women teachers’ facilitation of sexuality education. An eclectic theoretical approach, with an emphasis on feminist theories, informed the study. A qualitative research design employing a phenomenological narrative approach has been used. The findings show women teachers experiencing the teaching of sexuality education as a challenge. Their experiences are reflected as shaping and being shaped by their understandings regarding sexuality, and their positioning as women and teachers within rural communities. Challenges that create impossibilities for women teachers’ effective facilitation of sexuality education include the patriarchal gender order in Lesotho, cultural practices, teachers’ own sexualities and teachers’ fears of contravening the social constructions of good womanhood. I argue that Basotho women teachers are facing a challenge of negotiating the socially constructed contestations between normalised womanhood and teacher-hood and thus choose to perform the normalised womanhood at the expense of teacher-hood. The womanhood they perform shapes their teacher identity such that woman teacher-hood in sexuality education becomes ineffective. This study makes unique contributions to the field of sexuality education in particular and feminist scholarship in general. The methodological contribution lies in the use of visual methods to illuminate women teachers’ positioning in relation to sexuality education. While previous studies in sexuality education have been on pedagogy, this study presents a body of knowledge based on a gendered analysis of women teachers’ embodied experiences of teaching sexuality education and the meanings they make of their experiences. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.

This is a case study that focused on the stakeholders' experiences of school financial management and how the challenging experiences were addressed in the face of Free Primary Education (FPE) programme. In order to answer the research questions, individual interviews at face-to-face basis and document analysis were utilised. The data was collected from the two principals, six educators and four parental representatives of the two primary schools participated in this study. The findings of this study revealed that the two primary schools experienced a severe lack of funds that emanated after the implementation of the FPE programme. The other important issue disclosed was that the government has to communicate with parents of learners and community members stating which basic educational needs are covered by the state funding and which are not catered for. This is hoped to bring understanding to parents and community members that the educational expenses of their children should be a shared responsibility with the government. The findings of this study warrant the following recommendations that the government has to develop a new policy for parental funding as a way of subsidising the government funding. There should be a fund raising policy for all primary schools. The FPE programme, as it does not cater for all educational basic needs. It would be better to call it 'Educational Support Programme' (ESP). The government subvention should be increased from R5.00 at least to three quarters of the former school fees before the implementation of the FPE programme. The findings of this study have implication to the Ministry of Education and Training (MoET) to review and evaluate the FPE programme so that the revealed gaps and suggestions made in this study should be used as a way forward to improve this programme to suit quality education to be provided to all Basotho children. In addition, this should be followed by provision of sufficient funds to cater for and cover all the financial needs of an individual school. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

This study was designed to investigate "Factors promoting high teacher turnover at Mabathoana High School in the Maseru district-Lesotho". This is a church school situated in the urban areas of Maseru. This study employed a case study approach where the following questions were raised: What is the nature of leadership within the school, how are the relationships within the school as well as to what extent does the community around the school influence teacher turnover? The findings of the study revealed that the leadership did not seem to adequately involve sub-ordinates in decision-making. Moreover, relationships among teachers as well as between teachers and students seemed to be smooth, but relationships with the principal seemed to be not conducive. The community around the school did not seem to contribute to teacher turnover in the school, as it seemed to be supportive of teachers' activities. The recommendations of the study were that the Ministry of Education should review the Teaching Service Regulations in order to ensure that principals are trained in administration, leadership and management skills before assuming the position of headship. School leaders should involve teachers in decision-making to a greater extent through the use of teamwork. School leaders should ensure that teachers are adequately motivated at all times. This can be achieved through the establishment of co-ordinated staff development activities, provision of incentives and so forth. Teachers should be assisted to improve and strengthen the existing relationships Between themselves and the management, among themselves, between themselves and students as well as between themselves and the entire community are sound. They should also increase areas of school community interaction. This can be achieved through more staff development workshops, which will enhance their skills. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

Women entrepreneurs are a vital contribution to today's economy, yet there is still a dearth of research on women entrepreneurs. The main part of the study presents an analysis of 54 women entrepreneurs in three districts of Lesotho, namely Maseru, Mafeteng and Mohale's Hoek. The Ministry of Trade and Industry in Lesotho provided a database of entrepreneurs in Lesotho. The survey instrument used was a structured questionnaire which was administered at women entrepreneurs in Lesotho and a response rate of 72 % was achieved. The results of the analysis revealed the dynamics of women entrepreneurs in Lesotho. The main dimensions explored include: Women entrepreneurs are married women aged between 39 and 49 years, having at least one child and having either a junior certificate or COSC qualification. Most of the women enterprises are sole proprietors in the retail and agriculture sectors. They have been in business for more than five years and were founded by women owners using personal savings as the main source of start-up funding. Motivations into self -employment include the following: the need for independence, the need for flexible schedules, the need for a challenge, dissatisfaction with salaried jobs, lack of female role models and insufficient family income. The challenges facing women entrepreneurs in performing entrepreneurial activities include: lack of business management, lack of education and training, inter-role conflict, high risk averse, lack of female role models, pressure from childcare and the inequality to access credit. Most women entrepreneurs do not have knowledge about organisations established especially for women entrepreneurs. The participating women entrepreneurs identified the following development needs: financial assistance; training, skills development and knowledge; and the accessibility to tools, equipment and machinery. One of the main recommendations of this study, is the establishment of organisations that could encourage women entrepreneurship. Practical recommendations were also put forward to stimulate and foster women entrepreneurship in Lesotho. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.

Women entrepreneurs are a vital contribution to today's economy, yet there is still a dearth of research on women entrepreneurs. The main part of the study presents an analysis of 54 women entrepreneurs in three districts of Lesotho, namely Maseru, Mafeteng and Mohale's Hoek. The Ministry of Trade and Industry in Lesotho provided a database of entrepreneurs in Lesotho. The survey instrument used was a structured questionnaire which was administered at women entrepreneurs in Lesotho and a response rate of 72 % was achieved. The results of the analysis revealed the dynamics of women entrepreneurs in Lesotho. The main dimensions explored include: Women entrepreneurs are married women aged between 39 and 49 years, having at least one child and having either a junior certificate or COSC qualification. Most of the women enterprises are sole proprietors in the retail and agriculture sectors. They have been in business for more than five years and were founded by women owners using personal savings as the main source of start-up funding. Motivations into self -employment include the following: the need for independence, the need for flexible schedules, the need for a challenge, dissatisfaction with salaried jobs, lack of female role models and insufficient family income. The challenges facing women entrepreneurs in performing entrepreneurial activities include: lack of business management, lack of education and training, inter-role conflict, high risk averse, lack of female role models, pressure from childcare and the inequality to access credit. Most women entrepreneurs do not have knowledge about organisations established especially for women entrepreneurs. The participating women entrepreneurs identified the following development needs: financial assistance; training, skills development and knowledge; and the accessibility to tools, equipment and machinery. One of the main recommendations of this study, is the establishment of organisations that could encourage women entrepreneurship. Practical recommendations were also put forward to stimulate and foster women entrepreneurship in Lesotho. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.

Background: Many children in the world today grow up under very challenging circumstances. In Lesotho, the issue of HIV/AIDS, food-insecurity and poverty has caused the country several problems and statues a threat to the wellbeing of its young inhabitants. In those circumstances, adolescents’ capacity to face these challenges becomes a great part of the nurses’ work in the country. Aim: The aim of this study is to describe nurses’ experiences from strengthening capacity in vulnerable adolescents in a southern African nursing context. Method: Four qualitative, semi-structured interviews was conducted with nurses working at two different health care clinics for youth in Lesotho. The findings were analyzed through qualitative content analysis. Results: In the results, Resilience was identified as a core theme. This core theme was found to be encircled by four main themes: Nursing care, Strengthen capacity, Identify the whole and Challenges. Conclusion: Resilience was a concept used by all interviewed nurses and also the over-all goal of various nursing interventions. By using a holistic approach, the nurses viewed the whole person in his or her cultural and familial context. Thereafter different methods and techniques were used to build capacity in the adolescents and help them to face and overcome difficulties. Clinical relevance: Describing how nurses can help adolescents to build capacity can inspire nurses in all health care settings to implement nursing interventions and hence build resilience. / <p>Röda Korsets sjuksköterskeförening stipendium 2015</p>

The concept of public participation is one of the growing interests in development discourse. It is considered to be one of the valuable principles of sustainable development, because of its people-centred development approach world wide. The study examines the level of public participation in the Malealea Lodge and Pony Trekking Centre and whether the public participation procedures in the centre sustain the livelihood strategies of the Malealea community. The investigation of the level of participation is triggered by the notion that the centre presents itself as a "best community involvement programme." The study employed qualitative and quantitative methods. Interviews, observations and documentation were used for data collection. The background to the study presents levels of participation, the model for full public participation and techniques for appropriate participation, according to Pearce et al. (1996). The findings within this study show that from case studies and secondary data collected, one of the driving factors in the failure of tourism projects is the implementation of policies which stick to exploitative, outdated approaches to development. Some tourism development projects are still practising pseudo or partial participation, whilst supposedly practising full participation. This study includes the analysis of responses regarding the level of participation and perceptions of participation from both the community and lodge management. It shows the shortfalls of full participation in the Malealea Lodge and Pony Trekking Centre. The researcher concludes that the centre practices partial participation and recommends, in this project and other similar projects, some potential solutions to ensure full participation for sustainable community development. Some recommendations are that: there should be community consultation at all levels of development, employment contracts should be drawn on agreement of conditions of work between lodge owners and community members, training and re-training of different community groups, and local authorities should be capacitated with different skills, mainly facilitation and management skills. The LTDC should also ensure implementation of tourism policy. / Thesis (M.A.)-University of KwaZulu-Natal, 2008

Overall, research covering access to education for students with disabilities is accumulating at a very slow rate, Lesotho is no exception. Such studies are important given the national and international commitments to equality and equity in education for all citizens. Access to education is based on four values which are central to inclusive education namely; presence, participation, acceptance and achievement. This qualitative case study must be understood as an attempt to close the gap in the literature and to provide a deeper understanding with respect to access to higher education for students with disabilities. The study uses the social constructionism and social model of disability as lenses to guide the investigation. Data collection involved various methods namely, analysis of documents (policies, internal memoranda, official letters, minutes of the meetings and pictures), individual interviews and focus group discussions with staff and students with various forms of disabilities. Data was analysed through the use of interpretative phenomenological analysis (IPA) which begins analysis with a single unit and builds meaning from the unit to reflect the general patterns of behaviour across units. Findings reveal that though admission at the university is considered non-discriminatory, it is on merit bases. All students compete equally for available spaces and the identity of students with disabilities is considered irrelevant to disclose during selection of applicants. If a student with disabilities competes with students who were not exposed to similar challenges at primary and secondary levels, admission should be viewed as unfair. Additionally, Students with disabilities have limited choice of courses or programmes due to poor administration of concessions, lack of educational resources, inflexible teaching methods and curricula. This problem conflicts with the capability principle that promotes students’ choice of desired functionings. Further, disability data is not used to secure either the academic or social support services for the students at the institution. Students with disabilities are excluded from the social and extracurricular activities of the university with some bullied by staff and peers alike. Finally, the support provided by SENA, year-level tutors and welfare personnel is inadequate and does not afford opportunities for students with disabilities to participate equitably in the university’s academic and social programmes. The study concludes that access to institutions of higher education for students with disabilities in Lesotho is problematic. They remained ignored and underserved. There is a need for fundamental transformation of policies, practices and programmes to afford all students opportunities to gain admission, participate, and succeed in education. / Inclusive Education / D. Ed. (Inclusive Education)