The study investigated the leadership styles used in the Lesotho tertiary institutions. The research was undertaken at two institutions - Lerotholi Polytechnic and the National Teacher Training College. The population of the study is the lecturers and the leaders in the management position in the two institutions. The study discussed educational leadership and educational organizations and how they help towards the achievement of goals and objectives.

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No description available.

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Following earlier worldwide trends in school science curricula, Lesotho revised its Junior Secondary Science curriculum as the new millennium started, moving towards a learner-centred approach, focusing more on activities, and including the development of appropriate science-related skills and attitudes. My observations as mentioned in chapter 1 section 1.4, page 15, were that implementation of the new curriculum was not going as expected. There are three aspects to this study. Firstly, I had to establish what the requirements of the new curriculum are. A document analysis of the syllabus document was made, and interviews were conducted with four National Curriculum Development Centre staff who had been involved in developing the syllabus. The requirements deduced from the syllabus documents were that a learner-centred approach be used, there should be greater use of activities, and there should also be development of skills and development of appropriate attitudes. The results of the interviews however, indicated that although the curriculum developers developed the syllabus document, which implied four requirements, not all the curriculum developers seemed to clearly see them as requirements. If it is not clear that there are four important requirements, it is unlikely that the requirements will be effectively communicated to teachers. The second step was to investigate teachers’ awareness of the new requirements, and how they were implementing them in their classrooms. Questionnaires were completed by twenty-eight Junior Secondary Science teachers in one district in Lesotho, and four teachers were interviewed to probe for in-depth information. Eleven of the teachers who completed the questionnaire did not list even one of the requirements as changes they were expected to make. Thirteen teachers mentioned use of activities in learning; 6 stated that a learner-centred approach should be used; 6 mentioned that skills have to be taught; and only one teacher indicated that there should be development of appropriate attitudes. The results also showed that many teachers tend not to discriminate between “learner-centred” and “activity-based” approaches. Furthermore, only about half of the teachers seemed to understand the meaning of “activity-based” teaching and learning approaches. It also appears that few teachers really understand that skills and attitudes need to be actively taught, and few are actually teaching skills in their science classes. Lastly, document analysis of the syllabus document (already discussed above), available textbooks from two publishers, and teacher’s guides from one publisher was made to determine the extent to which they provide guidance to help the teachers to understand and make the required curriculum changes. The results of the study indicated: i) The syllabus document does not clearly state requirements as such: instead the requirements are deduced from statements scattered in the syllabus documents. The terms used, like learner-centredness, are not defined. ii) The two teacher’s guides analysed give little guidance on the features of using a learner-centred approach, like accommodating the learning pace of learners and recognizing learner differences in learning abilities. Whilst one guide gives some guidance on how to teach the skill of report- ii writing it gives no guidance on other skills, most importantly those skills mentioned in the syllabus document. Teacher’s guides are the main place where we would expect to find guidance, but little guidance is given about how teachers should go about putting the new approaches to practice. iii) The four Form B and C textbooks from two publishers have very few activities which promote the four new approaches required by the new curriculum. The implication is that one of the factors which may be inhibiting change in teachers’ practice is that the documents intended to support teachers are not fully serving this purpose. iii

The purpose of this research is to investigate and describe parents’ perceptions of the private community school at Hareeng Enghs/i Medium Community School in Leribe district. The study uses the conceptual framework of parental choice of school. This is done with a view that parents’ choice of schooling is related to the assumption that the private community school has a good learning environment. Because the parents assume that the school is good, the study shifted to explore the question of what makes a good learning environment. In order to obtain an exhaustive examination, data was derived from three sets of questionnaire. Data was obtained using openended questionnaires from a sample of Hareeng English medium Community school parents and teachers, andPhelane public school teachers. The results show that the parents’ choice in this study is not informed by the idea that the school is either public or private. Instead the study found that parents’ choice is influenced by the idea that the school has a good learning environment. When analysis of parents’ understanding of a good learning environment is done, the study discovered that parents’ understanding though educational, is not consistent with the literature on school quality.

A research report submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in partial fulfilment of the requirements for the degree of Master of Education by combination of coursework and research. Johannesburg, 2016. / As a fulfillment to the Constitutional obligation which is to offer education as human right to everyone, Lesotho has introduced free primary education in schools. This is also a commitment to the Education For All movement. Despite the initiative the country has taken, there are some vulnerable groups of children who are deprived of their right to education. These include girls who fall pregnant while still pursuing their studies. These girls are faced with challenges which include being expelled from school when they fall pregnant. Those who are allowed to continue their studies, they experience marginalisation that may result into exclusion from school. This qualitative study has therefore investigated marginalisation that is experienced by the girls who fall pregnant while still at high school in the Maseru district of Lesotho. The study was conducted through interviews with teachers, pregnant girls, and girls who have babies and still in school, and girls who should be in school, but have been asked to leave school. The findings revealed that girls in schools and out of school are marginalised for similar and different reasons by their teachers, parents and peers. Teachers use language and labeling which humiliate these girls while parents neglect their daughters when they fall pregnant. Rejection by peers has also been revealed in this study. All these marginalisation experiences could be attributed to the silence of the Lesotho Educational Act about teenage pregnancy. Schools in the sample have different policies with regard to teenage pregnancy. As a result some schools exclude teenage mothers from education. / MT2017

Background This report examined the association and relationship between Migration, Gender and STIs among young adults in Lesotho. To achieve this, the first objective was to understand the historical trans-boundary relationship between Lesotho and South Africa and how it contributed to STIs among young adults in Lesotho. The report then described the relationship between migration and having had any STIs among young adults in Lesotho. After multivariate analysis the association, between gender and having had any STIs among young adults in Lesotho was explored for understanding. Methodology For data analysis, secondary data from the 2009 Lesotho Demographic Health Survey (LDHS) were used. The LDHS is a cross-sectional study, designed to provide estimates of health and demographic indicators at the national level, for urban-rural areas and for each of the ten districts in Lesotho. The sample size used for this report was N=6,270. The statistical methods employed for data analysis were descriptive analysis, to establish the distribution of young adult migrant groups, according to STIs, demographic, socioeconomic and sexual practices. A Chi-square test was done to test for association. And a multivariate analysis was done using the forward selection process, to examine the relationships between STIs, migration, gender and significant variables. Results Migration status was found to have an insignificant (p=0.237) association with STIs. On the other hand, after considering migration status and gender at multivariate level, migration status, specifically urban-non migrants, were found to have a significant (p<0.05) relationship with having had any STIs. Gender was found to have an insignificant (p=0.587) association with having had any STIs and an insignificant (p=0.365) relationship with having had any STIs. However at multivariate level being female was found to be 16% protective against having had any STIs. Conclusion The report found that the relationships between migration status and having had any STIs were closely linked to factors related to gender and social and cultural norms pertaining to sexual behaviour. These influences were reflected in the literature and empirical evidence of this research report.

A Thesis submitted in fulfilment of the requirements for the degree of Master of Arts in International Relations at the University of the Witwatersrand, Johannesburg.• January, 1970.

A research report submitted in partial fulfilment of the degree of the Masters degree in Education at the University of the Witwatersrand, Johannesburg, 15th March 2016 / In Lesotho the development of the Curriculum and Assessment Policy is considered a crucial milestone in the history of education in the country as it is the first official curriculum document to be published post-independence. The policy advocates an integrated approach with a merge of eleven subjects that were taught at primary school into five learning areas. Integrated curriculum is adopted as a means to make education relevant in an attempt to address the socio-economic needs of the country. Curriculum revision towards integrated curriculum is done in phases, and the process of implementing the new curriculum is currently at primary school level. In 2013 implementation started in grade one, two and three, it has moved progressively such that in 2015 implementation was in grade five. The aim of this research was therefore to explore challenges primary school teachers face in implementing integrated curriculum. This study intended to find out how grade three and grade five teachers’ interpret and enact integrated curriculum. The study followed a qualitative case study method in which six teachers from three schools participated. The data was gathered through semi structured interviews in order to find out how teachers understand integrated curriculum. To further understand how teachers interpret the curriculum lesson observations were conducted. The study was informed by Bernstein (1971) concepts of classification and framing as they provided the language for description of their pedagogic choices. The lessons were coded and classification and framing values were designated. The findings revealed that in two of the three schools the teachers attempted to implement the curriculum, however in terms of classification and framing their pedagogic understanding was limited and varied. The teachers’ understandings of integrated curriculum across the schools varied. Teachers in School A understood the curriculum to mean making links between everyday knowledge while the understanding of teachers in school B was interconnection between concepts across learning areas. In the third school the teachers were not implementing the curriculum; findings showed that they lacked understanding of integrated curriculum as all their lessons were strongly framed and classified. In all three schools the findings reflected that teachers’ pedagogic choices were related to their understanding and interpretation of the curriculum. Given this, there is still a need for further teacher development and follow up in schools. Key terms Curriculum reform, integrated curriculum, pedagogy