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 ofNon-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. / Curriculum and Instructional Studies / D. Ed. (Didactics)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/18171 |
| Date | 11 1900 |
| Creators | Matsepe, Mokone Wilfred |
| Contributors | Van Niekerk, Louis J. |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xiv, 258 leaves) |
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