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Raselimo, Mohaeka; Thamae, Cornel George – South African Journal of Education, 2018
The purpose of the study was to examine the alignment or misalignment between the Lesotho General Certificate of Secondary Education (LGCSE) programme and the Lesotho Curriculum and Assessment Policy (CAP), with a focus on Geography and Sesotho syllabi. The study employed content analysis of the two syllabi to identify areas of alignment with the…
Descriptors: Content Analysis, African Languages, Secondary School Students, Geography Instruction
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Raselimo, Mohaeka; Mahao, Mahao – South African Journal of Education, 2015
The end of British colonial rule in 1966 provided an impetus for curriculum reform in Lesotho. Since then, a number of curriculum and assessment reforms have been attempted, albeit with a little success. In all cases, the aim has been to achieve the goals of education for national development. The "Curriculum and Assessment Policy" 2009…
Descriptors: Foreign Countries, Educational Change, Social Change, Educational Policy
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Sefotho, Maximus Monaheng – South African Journal of Education, 2015
This article presents an exemplary case study of an Independent Business Owner (IBO) from multiple case studies on narratives of differently abled persons. The aim of this article is to illustrate mainstreaming disability through an exemplary case of the IBO. The article is informed by the imperatives of critical theory to understand mainstreaming…
Descriptors: Case Studies, Disabilities, Mainstreaming, Critical Theory
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Morojele, Pholoho – South African Journal of Education, 2013
This paper gives prominence to rural teachers' accounts of gender-based challenges facing Free Primary Education in Lesotho. It draws on feminist interpretations of social constructionism to discuss factors within the Basotho communities that affect gender equality in the schools. The inductive analysis offered makes use of the data generated from…
Descriptors: Foreign Countries, Rural Schools, Teacher Attitudes, Gender Issues
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Raselimo, Mohaeka; Wilmot, Di – South African Journal of Education, 2013
This article addresses how teachers in a specific developing world context interpreted a curriculum reform initiative. It is located within a broader interpretive study that investigated the integration of Environmental Education into the formal education system of Lesotho with particular reference to secondary school geography. More specifically…
Descriptors: Foreign Countries, Geography Instruction, Secondary School Teachers, Knowledge Level
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de Wet, Corene – South African Journal of Education, 2007
School violence is a subject of great public and media interest that has stimulated a comprehensive body of research. Academic consideration of the subject began in the USA and Scandinavia in the mid-1960s and early 1970s but little evidence could be found of publications on the subject in the small landlocked Kingdom of Lesotho. To address this…
Descriptors: Foreign Countries, Violence, Educational Environment, Secondary School Students
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Mohono-Mahlatsi, Lydia; van Tonder, Fanus – South African Journal of Education, 2006
In response to the need for more qualified primary school teachers in Lesotho, the Lesotho College of Education (LCE) introduced the Distance Teacher Education Programme (DT EP), an in-service training programme for unqualified and underqualified teachers. As part of the curriculum in this programme, the more than 1 200 student teachers who were…
Descriptors: Mentors, Teacher Effectiveness, Teacher Education Programs, Foreign Countries