The main purpose of this study was two fold: to estimate mortality levels and to investigate socio-economic differentials in child mortality. Brass Indirect Techniques were used to estimate both child and adult mortality based on the 2001 Lesotho Demographic Survey. National estimates gave an IMR of 76 deaths per 1000 live births and a CMR of 30 deaths per 1000 live births. On the other hand, while the 1996 Lesotho Population Census showed life expectancy at birth as 59.5 years, the 2001 Survey gave an estimate of 55.4 years. Generally speaking, males are more prone to death in Lesotho than females. Infant mortality rate is estimated to be 69 deaths per 1000 live births for females and 84 deaths per 1000 live births for males. Results on child mortality further emphasised that male children are indeed at the risk of death than female children in Lesotho, estimated at 34 and 26 deaths per 1000 survivors at age 1 but dying before age 5 respectively. On the other hand, there is a strikingly huge gap between male and female adult mortality levels. Although, this study did not cover the details of why this might be the case, this difference might be a retlection of the impact of HIV/AIDS epidemic. The life expectancy at age 20 was estimated as 38.1 years for males and 48.7 years for females. On the other hand, the 2001 life expectancy at birth has been estimated as 56.7 years for females and 54.1 years for males. The difference between the life expectancy at birth for males and females is not huge, but this does not rule out evidence that longevity in Lesotho has declined and mortality still remains high. Analysis of differentials reveals that there exist socio-economic disparities measured using maternal variables. As was expected, there is an inverse relationship between improved education of the mother, housing, and sanitation and child mortality within households in Lesotho. Children residing in urban areas are better off in Lesotho compared with children residing in the rural areas. But, contrary to our expectation children that are raised in female-headed households that were assumed to be poor were found to be experiencing lower risks of dying when compared with children in maleheaded households. / Thesis (M.A.)-University of Natal, Durban, 2003.

One of the practices in post-primary schools of Leribe is teacher movement between schools (Teacher Mobility). This study was intended to determine factors influencing teacher mobility in Leribe post-primary schools in Lesotho. Random sampling of heads of department, teachers (transferred and not transferred), and parent representatives was carried out from the target population of all heads of departments, all teachers in different categories, head teachers, deputy head teachers, education officers and parents representatives in the Leribe district. Samples were made up 18 head teachers and 18 deputy head teachers, 36 heads of department, 144 teachers (72 transferred and 72 not transferred), 36 parent representatives and 8 education officers. Two leaders of teachers unions were part of the sample. The study used both quantitative and qualitative research techniques in collecting data. Questionnaires were used to collect data from head teachers, deputy head teachers, and heads of department, teachers and parent representatives. Education officers and leaders of teachers unions were personally interviewed because they were fewer in number. Statistical Package for Social Sciences (SPSS) was used to analyze the data and the following results were revealed by the study: The lack of facilities in schools and poor management of schools contributed to teacher mobility in the Leribe district. Teachers' preference of teaching near home and teaching in schools situated in urban areas. Unsatisfied teachers' needs and interests, lack of grants in schools and teachers' preference of teaching in better performing schools in examinations. Lack of co-operation among teachers themselves and between teachers and administration. The remaining teachers were negatively affected because of high teaching overloads. Disorganization of schools plans Students' academic performance was negatively affected. Respondents were aware of teacher mobility, however, they could not determine the extent at which it was happening. Suggestions by the respondents to address teacher mobility were as follows: Teachers must be involved in the affairs of the school and provision of equal facilities by stakeholders in all schools. Meeting teachers' needs and interests and creation of good working relationships in schools. Review of policies and rules in relation to teachers' transfers. From the findings it was noted that several factors contributed to teacher movements between schools in Lesotho and more particularly in the Leribe district. Teacher transfers were exacerbated by the teaching service regulation on transfer which allowed teachers to transfer to other schools whenever they deemed necessary. Recommendation for further research was that, research could be undertaken using a more qualitative approach in order to get in-depth information from the respondents. The further study could also be undertaken involving more than one district in the country to determine factors influencing teacher mobility in schools which the present might not have accomplished. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 2003.

Studies by different academics (Marsh 1997; Allen 2004; Dunn 2006; Austin, 2010 & Stears & Gopal, 2010) reveal that outcomes and assessment strategies cannot be divorced. Outcomes and assessment strategies are meant for various purposes in education, ranging from establishing the starting point, to monitoring and evaluation of the outputs of what have been planned for the lesson. The study investigates the experiences and practices of Form Three integrated science teachers with regard to the outcomes and assessment strategies. The motivation behind this study is related to the problem that teachers are trained on discipline base while they are expected to teach integrated science in the junior level (form one - form three). Integrated Science plays a major role in the Lesotho education system because it prepares learners at Secondary School level (Form One - Form Three) to study specialised science subjects namely: Biology, Chemistry and Physics at High School level (Form Four – Form Five) and this resulted in learners‟ interest in science at higher education being clearly oriented (Oludipe & Oludipe, 2010). This study was achieved by investigating teachers‟ experiences and practices of outcomes and assessment strategies in the way they do, through the use of the following data gathering instruments: document analysis, observation and semi-structured interviews. This study is mainly qualitative, interpretive case study of two schools and is informed by two theories namely: social constructionist theory and Bloom‟s Taxonomies. Social constructionist underpins social practices and practitioners‟ views on them. On the other side, Bloom‟s taxonomy provides details of construction of assessment tools towards attaining outcomes at the end of the learning period. In terms of analysing the data from the field, the data are presented using the themes and categories generated from the interviews. In addition, in presenting the data, the study would ensure that the voices of the participants were not lost. Therefore, verbatim quotations are infused in the data presentation. The emerging trends and patterns from the presented data are then outlined. According to the findings, the teachers are more interested in their areas of specialisation from the universities and colleges and this resulted in some other parts of the syllabus being sidelined. The study also revealed that teachers still lack knowledge of stating or writing observable and measurable learning outcomes even thought they are aware of theimportance of stating learning outcomes at the beginning of each and every Integrated Science lesson. The research concluded with a set of recommendations to ensure the effectiveness of the teaching of Integrated Science in Lesotho. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2012.

The study explores communication links existing in the management of primary schools in Lesotho. The frequency of the links as well as the content and channels used in the transmission of messages between the principals, advisory school committees and management committees were investigated. The Lesotho primary education management system involves the principals, advisory school committees and management committees. Management committees in Lesotho manage all primary schools under their jurisdiction. Principals manage schools on daily basis on behalf of the management committees. Advisory school committees advise the management committees on all matters relating to education. Questionnaires, interviews and school record books were the research tools used in this study. The responses revealed that links exist between the above bodies even though the links are inadequate in most instances. The way through which messages are sent vary from link to link but most of the links are in the form of meetings. These meetings are often below the stipulated number in the country's Education Act. / Thesis (M.Ed.) - University of Natal, 2002.

This is a case study that investigated the Pitseng Primary School stakeholders' understanding of the purpose and objectives of Free Primary Education (FPE), the strategies that they have developed and adopted for the implementation of this programme, the challenges they encountered in their efforts to implement FPE, and how they addressed these challenges. Pitseng Primary School is located in the Leribe district in Lesotho. The study used the questionnaires which were administered to teachers and the governing body of Pitseng Primary School. Group interviews were conducted with 8 teachers and 3 members of the governing body. Individual interviews were conducted with 10 parents and the researcher used observations to collect and verify the data. This study was informed by critical, pragmatic and positivistic approaches to policy implementation. The findings of this study have revealed that the Pitseng Primary School's stakeholders understand the purpose of FPE as a vehicle to make all Basotho children get basic education, provide jobs for the needy Basotho people, eliminate hunger and malnutrition among the Basotho children, and reduce teenage and juvenile crime. The study has also found that there are no formally developed and adopted strategies for FPE implementation at Pisteng Primary. The government determines all the strategies, and the actions that various stakeholders take at the school/community level are an ad hoc response to the pressing demands of FPE implementation. Lack of resources, massive enrolment of pupils, lack of co-operation among stakeholders, and HIV/AIDS are some of the challenges that impede the effective implementation of FPE at Pitseng Primary School. The information that the government relayed to parents lacked insight of the practical implications for FPE implementation at Pitseng Primary and this has created a conflict between various stakeholders at the school regarding the implementation of this programme. To facilitate the school's efforts towards effective implementation of FPE and resource mobilisation, the study recommended that the stakeholders at Pitseng Primary School should hold regular meetings wherein they clarify the role and responsibilities that all parties have to play for the implementation of FPE. The government of Lesotho should give the school autonomy to develop appropriate strategies for the implementation of this programme. / Thesis (M.A.) - University of KwaZulu-Natal, 2004.

In Lesotho, as in any other country, women face many challenges stemming from the difficulty of simultaneously transcending and accommodating to gender stereotypes, prejudices and cultural beliefs perpetuating women submissiveness. Although, the government of Lesotho has made attempts through the implementation of policy documents of gender equity, the challenges and barriers that women experience in educational leadership and management positions are still prevalent today. The study aims to explore the experiences of female principals who are already in educational leadership positions. The study adopted the qualitative approach which based on an interpretive paradigm. The qualitative methods of data production were used to get a deeper understanding of the female principals’ experiences. Individual semi-structured interviews, with open-ended questions were used to collect data. Field notes were also used to capture the cues which the tape recorder could not show or in case the tape malfunctions. The study employed the contribution of feminist theories as a guide to the study in order to liberate women from practices and structures that perpetuate their unequal status. The purposive sampling was used for selection of the participants and the sites. Five primary school female principals and four deputy principals were selected in the Leribe district of Lesotho. Responses of female principals and their deputies were based on three key questions: What are the female principals’ experiences as school leaders when they assume the leadership positions in Lesotho primary schools? How do female principals’ experiences affect their leadership roles? How do female principals deal with the challenges and experiences as they carry out their responsibilities? Data was subjected to content analysis. The findings reveal that organizational factors and teachers’ negative attitudes towards female primary school leaders are some of the factors that hold up the effective school administration. The findings also reveal that women principals in primary schools are competent and do possess the necessary skills to manage the schools effectively. Furthermore, with the necessary support of leadership and management styles they use, women can become successful in transform schools into institution of learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

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

<p>The purpose of this study was to investigate the epistemological obstacles that mathematics students at undergraduate level encounter in coming to understand the limit concept. The role played by language and symbolism in understanding the limit concept was also investigated. A group of mathematics students at undergraduate level at the National University of Lesotho (NUL) was used as the sample for the study. Empirical data were collected by using interviews and questionnaires. These data were analysed using both the APOS framework and a semiotic perspective.</p> <p><br /> Within the APOS framework, the pieces of knowledge that have to be constructed in coming to understand the limit concept are actions, processes and objects. Actions are interiorised into processes and processes are encapsulated into objects. The conceptual structure is called a schema. In investigating the idea of limit within the context of a function some main epistemological obstacles that were encountered when actions were interiorised into processes are over-generalising and taking the limit value as the function value. For example, in finding the limit value L for f(x) as x tends to 0, 46 subjects out of 251 subjects said that they would calculate f(0) as the limit value. This method is appropriate for calculating the limit values for continuous functions. However, in this case, the method is generalised to all the functions. When these subjects encounter situations in which the functional value is equal to the limit value, they take the two to be the same. However, the two are different entities conceptually.</p>

<p>Problems of understanding fundamental calculus concepts by students in tertiary education colleges and universities are evidenced by a body of research studies conducted in different parts of the world. The researchers have identified, classified and analysed these problems from historical, epistemological, and learning theory perspectives. History is important because mathematical concepts are a result of the developments of the past. The way knowledge is acquired is an epistemological issue and the major purpose of learning is to acquire knowledge. Hence, these three perspectives qualify to be used as lenses in understanding problems that students encounter in a learning situation. The purpose of this study was to investigate the epistemological obstacles that mathematics students at undergraduate level encounter in coming to understand the limit concept. The role played by language and symbolism in understanding the limit concept was also investigated, because communication in the mathematics classroom takes place by using language and symbols.</p>

Diss. Stockholm : Handelshögsk.