Browsing by Author "Mosia, P. A."

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    The prevalence of bullying at high schools in: Perspectives of Teachers and Students
    (Africa Education Review 4th Issue, 2015) Mosia, P. A.
    This article seeks to explore the concept of bullying through the eyes of teachers and students. Although teachers are very important in monitoring and controlling students� behaviour, they can also unwittingly reinforce aggression by the manner in which they react to students who are either perpetrators or victims of aggression. Similarly, students may �enable� bullying by not reporting every incident they experience or by failing to be assertive. The study used the qualitative approach to collect and analyse data. Questionnaires were used for teachers and students to find out how participants individually and collectively view and deal with bullying in their respective schools. Quantitative data from questionnaires was first analysed using the SPSS descriptive (i.e. simple frequency counts expressed in percentages) methods before being interpreted qualitatively, while responses to an open-ended question from teachers were analysed qualitatively. The findings of the study indicate that verbal bullying is the most common type of bullying. Teachers are mostly reactive and not proactive in dealing with students� ill-behaviour. Bullying happens mostly in classrooms where teachers are supposed to be in total control. Some incidences of bullying are not readily reported by students. Most schools have regulations that control students� unbecoming behaviour in general and teachers punish incidents of bullying as they see it fit.
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    Threats to inclusive education in Lesotho: An overview of policy and implementation challenges
    (Africa Education Review, 2014) Mosia, P. A.
    This study looks at how the education of Learners with Special Education Needs (LSEN) has developed in Lesotho as a result of international policies on human rights and education. In particular, it explores various challenges to inclusive education such as proper understanding of inclusive education, the development of a policy on special and inclusive education, and the availability of resources to support inclusive education. The study used a qualitative approach to collect and analyse data. Thirty-nine participants were interviewed for the study. It was found that, though efforts are made to support LSEN in both special and mainstream schools, the support may not result in successful academic and social development for LSEN. There is also a lack of understanding by teachers and educationalists about what constitutes inclusive education. The Ministry of Education and Training (MOET) is slow in developing a policy on special needs and there are inadequate resources for inclusive education to succeed.