Faculty of Education

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Adopting a relational leadership as a strategy for empowering teacher counsellors
(2019) Lephoto, Malephoto Niko Ruth
This paper explores how schools in the 21st century can position themselves such that they facilitate the achievement of sustainable development goals (SDGs). It is actually the mandate of global education systems and schools to address and ensure achievement of SDGs, particularly SDG4; that aims at quality education that ensures inclusivity and equity for promotion of lifelong learning. This paper fits in this context as it aims at addressing guidance and counselling provision and teacher counsellors’ empowerment in Lesotho schools, viewing guidance and counselling from a point of view that it is an educational service that supports and facilitates achievement of educational goals. While global education systems are committed towards achievement of sustainable development goals it is essential that schools consider ways in which they can strengthen learners support structures more than ever before. This paper argues for teacher counsellors’ empowerment as a means of strengthening of guidance and counselling provision. The paper recognises the critical role of teachers beyond content delivery-towards promoting learners’ well-being and empowerment. The paper views teacher counsellors’ empowerment to be very critical to promoting learners’ well-being and empowerment in the midst of complex societal challenges that seem to threaten their academic journeys, well-being and life in general. A thematic analysis of data generated through a qualitative semi structured interviews, focus group discussion and dialogue with teachers participating in in-service BEd Honours programme (Educational Psychology) at National University of Lesotho (NUL) revealed that some of the challenges such as working in isolation, feelings of inadequacy and lack of empowerment contribute to teacher counsellors’ failure to provide effective guidance and counselling services to learners. The discussions also pointed to the need for empowering leadership in schools. Informed by Ubuntu/Botho theory and Asset-based theory this paper proposes purposeful adoption of relational leadership in Lesotho’ schools as a strategy for teacher counsellors’ empowerment towards promotion of learners’ well-being and empowerment.
African indigenous perspectives for reinforcing moral education among the Lesotho Secondary school learners
(ResearchGate, 2023-12) Tlali, Tebello; Sepiriti, Sepiriti
he contemporary world faces a moral crisis affecting various spheres of life, such as the community, the family and the school. In light of this view, it is noted that the secondary school learners in Lesotho are not immune from the escalating immorality. The study, therefore, sought to explore the indigenous strategies that could reinforce moral education among the learners. The study departed from an African indigenous perspective and solicited teachers' views regarding the indigenous strategies that may reinforce moral education among secondary school learners. The Botho/Ubuntu philosophy was thus applied as the over-arching theoretical framework. A qualitative research method was adopted, and data were gathered through an open-ended questionnaire and semi- structured interviews. Twenty-eight purposively selected Lesotho secondary school teachers took part in the study. The findings suggested that community-based, school- based, lifestyle-changing strategies such as abstinence from immoral urges, e.g. sexual intercourse can reinforce moral education among Lesotho secondary school learners.
An African perspective on inclusive education content, conversations and policy debates
(Springer Nature, 2023) Rakolobe, Kelello
The tenets of an Afrocentric approach to inclusive education are not lim- ited to the demands of “what is learnt, by whom, and how quickly it is learnt, to consider questions of how the knowledge being disseminated is structured and applied particular to diverse and inclusive classrooms” (van Wyk 2014, p. 292). More so, inclusive education is the kind of education that strives to create a conducive environment free from barriers of learn- ing and coupled with availability of relevant and appropriate resources that support the inclusion of those with disabilities in the teaching and learning process (Ntombana and Mokotso 2018). This view is reiterated by Ackah- Jnr (2020, p. 171) who posits that, “having knowledge, skills and positive 6 AN AFRICAN PERSPECTIVE ON INCLUSIVE EDUCATION CONTENT… 90 attitudes towards inclusive education has been conceptualised as an indica- tion of preparedness for inclusive practice.”
Analysis of the challenges hindering implementation of the National Policy for integrated early chilhood care and development in the pre-schools in Mokhotlong
(National University of Lesotho, 2023-07) Tiela, Malikoro Aletta
Education is a fundamental human right that is encapsulated in the Constitution of Lesotho. This right can be fully enjoyed if children are given the opportunity to attend school at an age. The challenges that hinder children to enjoy this right at their early years of schooling serve as a barrier that impedes them to realise their full potentials in life. Early childhood education enables children to have a positive attitude towards schooling. The main purpose of this study was to uncover the challenges that hinder the implementation of the National Policy for Integrated Early Childhood Care and Development in pre-schools in the rural areas of the Mokhotlong district in Lesotho. This study adopted a qualitative research approach. Questionnaires and interviews were used to collect data. The findings of this study revealed that some of the challenges that hinder the implementation of this policy in the rural areas of the country include shortage of trained teachers, poor infrastructure, lack of parental involvement and lack of supervision. Therefore, it is recommended that the government should ensure that there is adequate funding prior to the implementation of educational policies. Provision of adequate infrastructure should also be taken into consideration to enable smooth implementation of this policy
Assessing the authenticity of the SACMEQ reports on literacy and numeracy in Lesotho's basic education
(National University of Lesotho, 2024-11) Khoase, Maipato Charlotte
Countries in southern and eastern Africa introduced a large body assessment called the SACMEQ consortium in 1995. It assesses the literacy, numeracy and HIV/AIDS Knowledge of learners and teachers in Grade 6 in member countries. Since the first assessment, which was hosted by Lesotho in the year 2000, literature has reported on the outcomes of the assessments. The theoretical underpinning of this research draws from the Generalisability Theory while the interpretivism paradigm guided this study. Though studies reporting on SACMEQ were quantitative The authenticity of the SACMEQ reports on literacy and numeracy in Lesotho Basic Education was assessed in the current study using a qualitative approach to find in-depth information on how these reports addressed the needs of Basotho and the factors that influence the authenticity of those reports. The study used historical design methodology and data generated from an in-depth semi- structured interview of purposively selected participants from the Ministry of Education and Training and the educational private sectors. Besides, data was also from the Lesotho SACMEQ II, III, and IV reports, through a document analysis strategy. The data was analysed using inductive content analysis. Results showed Lesotho struggled to reach educational standards, consistently performing below the margin (500) in SACMEQ studies, indicating a gap for holistic addressing Basotho needs. Lesotho's participation in the SACMEQ programmes has been questioned due to challenges in authenticity, despite slight improvement in SACMEQ IV reports. The study recommends that authenticity should not compromise data quality assurance factors, as Lesotho failed to meet expectations, despite ensuring authenticity fully during reporting.
Assessing the implementation of creativity and entrepreneurial curriculum in post-primary schools in Lesotho
(National University of Lesotho, 2023-06) Lengoeha, Motselisi
The study sought to answer the question: How effective is the implementation of Creativity and Entrepreneurial (CE) curriculum in Lesotho post-primary schools? In addressing this question, the study adopted an interpretivist paradigm through a qualitative approach. A critical policy analysis was then conducted jointly with the literature review to determine how CE curriculum is aligned with the vision for Lesotho education. The study also employed a case study research design whereby eight purposively selected participants from four post-primary schools were engaged in semi-structured interviews through the use of open-ended questions. The findings of the study revealed that CE curriculum in post-primary schools is not successfully implemented. This is due to a number of challenges inclusive of insufficient resources and lack of training which results in teachers’ unpreparedness to implement this curriculum. The study further revealed that the Constitution of Lesotho 1993, Education Act 2010 as well as the Education Sector Strategic Plan 2016-2026 are uncommunicative on issues pertaining to CE curriculum. In order to ensure efficient implementation of CE curriculum, it is recommended that the Ministry of Education and Training (MoET) strengthens its endeavour in sensitising teachers on the said curriculum and also providing schools with the necessary human and material resources
Assessment of geography students' map reading and interpretation skills, and the contributing factors
(National University of Lesotho, 2023-08) Besele, Mphekeleli Johannes
The primary objective of this study was to evaluate the map-work skills of Geography students with the intention of identifying their strengths and weaknesses. By understanding each student's capabilities and limitations, teachers can offer more effective assistance. Furthermore, the study aimed to investigate the factors influencing students' map reading and interpretation abilities. To accomplish this, Fischer's Skill Theory was employed as a theoretical framework. The research adopted a mixed methods approach involving Grade 11 Geography students and their teachers. Three secondary schools were selected using convenience sampling, while the students and teachers were chosen through purposive sampling. The study employed two methods for data collection: a map-work test to measure student achievement and semi-structured interviews. Descriptive statistics were applied to analyse the data obtained from the map-work test, while thematic analysis was used for the qualitative data derived from the interviews. The study's findings unveiled that students from the selected schools demonstrated knowledge in utilising map keys, grid referencing, interpreting contour lines for gradient assessment, and understanding contour intervals. Predominant errors were observed in calculating bearings, slope gradients, and interpreting map keys. The research further identified that students' skills were hindered by factors such as inadequate availability of maps and question papers, insufficient teacher scaffolding support, and limited practice opportunities. Teacher interviews highlighted the challenges faced in enhancing students' map-work skills, including students' lack of motivation, scarcity of maps and question papers, and the demanding Geography syllabus to be covered within a restricted timeframe. Consequently, the study recommends that the Ministry of Education in Lesotho provide schools with diverse topographic maps. Collaboration between school principals and the ministry is advised to facilitate teacher participation in workshops focused on strategies for effectively covering the extensive syllabus in a limited timeframe
Assessment of male and female gender abuse reports in Maseru district
(National University of Lesotho, 2011-06) Molefe, Clifford Fonono; Preece, Julia
This study explores the experiences of male and female victims when they report gender-based abuse to the police or other authorities. This was done in order to compare how reports by men are addressed as compared to those by women in Maseru District. The motivation for the study was that men in particular do not appear to report abuse cases and when they do they experience unsympathetic responses from the authorities. However, in order to see if men are treated differently it was necessary to also see how women are treated when they report abuse cases. The study sought to see what kind of training is offered regarding gender abuse for men and women in order to make recommendations for improving future training and support for victims of abuse. This was a qualitative study. A total of 22 purposively sampled respondents from two police stations included ten victims of abuse and two officers from the Police headquarters, namely human resource and the Coordinator of CGPU. Ten victims from Maseru and Mabote stations (Five victims from each station), formed the subjects who adequately responded to the interview guide questions. The
Attitudes of teachers towards learner diversity and inclusive education at basic education level in Lesotho
(National University of Lesotho, Faculty of Education, 2018-07) Khumalo, Motlalepula Alphonci; Dr Mosia, Paseka A.
The 21 st century learners can present challenges to regular education school contexts as they come from diverse cultural, religious, and socioeconomic status backgrounds; have different abilities or disabilities, gender orientation, ethnicity etc. This study looks at teachers’ attitudes towards learner diversity and explores how teachers accommodate diverse learners in mainstream primary and secondary schools in Lesotho. Data for the study was collected using a qualitative approach utilising a case study design and was analysed through an interpretative phenomenological analysis (IPA). Thirty teachers participated in the study through focusgroup discussions and semi-structured interviews. Results reveal that teachers understood in theory what inclusive education is but had no idea how to implement it in their classrooms. Teachers explained the following as some of their barriers to accommodating learner diversity in schools: lack of in-service training, inadequate support from Ministry of Education and Training, the nature of learners’ disability for which they were not trained to support and there was lack of resources to enable such support, high learner-teacher ratios, and as well as unclear policy which mandate them to accommodate learner diversity. The study recommends that the MOET establish teachers’ need for training, develop an inclusive education policy which should describe how learners should be supported and what resources would be needed for the support.
Availability and utilisation of E-supervision of instruction facilities in the post-COVID-19 Era
(Noyam, 2022-10-31) Awodiji, Omotayo Adewale; Ayanwale, Musa Adenkule; Oyedoyin, Michael Mayowa
As a result of rapid globalisation, there have been some fundamental changes in education due to the rapid changes in knowledge, concepts, technology, and philosophy. COVID-19 has had devastating effects on the education sector. In Nigerian schools, supervisors, teachers, and students have always been required to interact face-to-face before this pandemic. This has led to using electronic facilities to carry out the instruction. Since supervision of instruction plays a vital role in the effective learning outcome. The study, therefore, seeks to investigate the availability and utilisation of electronic supervision of the instruction facilities after the COVID-19 era. A survey design was used to describe the state of e-supervision of instruction using a random sampling technique to select 226 participants from private secondary schools in Education District III, Lagos State. Descriptive and inferential statistics were adopted to establish the availability and utilisation of e- supervision instructions in the post-COVID-19 era. Most of the samples studied (principals, vice-principals, and teachers) demonstrated high levels of access to various tools (both synchronous and asynchronous) used for e- supervision. Effective supervision of teaching and learning will certainly occur in schools with the availability of these tools since COVID-19 has taught teachers how to continue their professions without being hindered by the surge in technology.
Causes of improper tense shifts in high school students' composition writing
(National University of Lesotho, 2019-06) Lebona, Thapelo Vincent; Matsoso, Lifelile Mpho
In the LGCSE English Language Syllabus, writing is the only mode of assessment. Creative/composition writing in particular, assesses learners on the ability to use English Language appropriately in sentence construction to create meaningful texts. Nonetheless, research and documented scholarship show that managing verb tenses in composition writing is a daunting task for most L2 learners. Their tense errors are in the form of improper shifts from one tense to another and wrong verb inflection in different tenses. These errors blur meaning and evince learners’ lack of communicative competence. This study, therefore, investigates causes of improper tense shifts in high school learners’ composition writing. The study adopted a qualitative approach and an interpretive paradigm. Data was sourced from the participants through open-ended interviews with LGCSE English Language teachers from three participating schools and through the analysis of the content in Form E learners’ compositions. Major findings were consolidated into language and linguistic competence deficit. The guiding principles of L2 learners’ interlanguage were used to classify learners’ tense-related errors into types. Learners’ tense-related errors of omission, addition, misformation and misordering were interpreted in terms of interlingual and intralingual transfers, ignorance of rule restriction, incomplete application of the rules, false concepts hypothesized and the context of learning as causes of errors.
Challenges and opportunities/propositions in poetry teaching and learning in literature in English at two Leribe schools
(National University of Lesotho, 2021-07) Moea, Kananelo Sylvester
Poetry is a genre of composition in verse form which expresses deep feelings, noble thoughts in a rhythmic, beautiful and embellished language written with the aim of communicating an experience. These attributes of poetry can be seen as having a role in learners’ development inside and outside the classroom. The learners can share their ideas and stories through learning poetry hence its value in learning and it is fundamental that teachers of poetry to high school learners are cognisant of the balance between competing tensions, including analysis in competition with appreciation, their prominence as both neophyte (apprentice) and expert readers of poetry, including the contradictory ideas of mastery of poetry that are, in history, at odds. This study examines the challenges and opportunities/propositions of poetry pedagogy and learning in two high schools in Leribe district. Focus group discussion and semi-structured interviews were used to collect data from both teachers and learners about poetry challenges and opportunities in the English as a Second Language (ESL) classroom. The findings show that learners and teachers are aware that poetry has roles to play culturally, linguistically and historically, not foregoing a number of challenges attached to teaching and learning inclusive of dearth of knowledge for techniques to use in teaching. The study further reveals that some teachers avoid teaching poetry due to fear of the genre and inherently negative attitudes towards it. The conclusion drawn is that teachers should have portraits of good teaching in action and learners be part of poetry; as writers and readers, enjoying all the aspects of the genre
Challenges confronting supervision at the National University of Lesotho
(ResearchGate, 2022-07) Tlali, Tebello; Chere-Masopha, Julia; Sebatane, Edith; Khalanyane, Tankie
Postgraduate supervision can be a challenging form of teaching, with the challenges further compounded by context or institutional-specific factors. The Faculty of Education at the National University of Lesotho has faced numerous challenges in offering postgraduate degrees, with a few qualified supervisors for the large number of students who enrol in these programmes. This study explored the nature of the challenges confronting postgraduate supervision in this context. It was underpinned by the interpretivist paradigm and employed a qualitative approach. Fifteen supervisors participated, of whom nine (three associate professors and six senior lecturers) were individually interviewed. Six junior lecturers took part in a focus group discussion. Guidelines on postgraduate supervision were also subjected to document review. The findings revealed that while some supervisors had positive experiences, others are frustrated. This is due to a lack of training, and lack of clarity on supervisory procedures, as well as the low academic literacy and lack of commitment exhibited by some students. It is recommended that supervisors should be capacitated through training. Furthermore, supervisory guidelines should be reviewed and benchmarked against best practices in the field.
The challenges faced by heads of departments in selected Lesotho high schools
(Routledge, 2020-01) Tlali, Tebello; Matete, Ntjoetso
The role of the Heads of Departments (HoDs) in the school structure is to provide middle leadership. They assist the principals on the day to day leadership of the schools. They are responsible for ensuring the achievement of their departmental and school vision and mission. This study sought to explore the nature of the challenges faced by the HoDs in the Lesotho context. The study was framed within the interpretive paradigm and adopted a qualitative approach. The participants consisted of sixteen HoDs and eight school principals. These participants were purposively selected and then interviewed through the focus groups and semi-structured interviews. The findings revealed that the HoDs face several challenges that hinder their performance. For example, they lack the requisite skills to perform their duties. They also encounter considerable resistance from their peers. In the light of the findings, we argue that it is crucial for the HoDs to be afforded the empowerment and support that they need so that they can do their job efficiently. This support may benefit their schools as well as the entire education sector.
Challenges in the teaching and learning of reading comprehension in English Languages
(National University of Lesotho, 2020-08) Likhoeli, Matemo B; Matsoso, Lifelile
The reading skill is considered as one of the four fundamental language skills that every learner must possess. However, it seems to be not an easy task especially for English as a Second Language (ESL) learners. The aim of this study was to investigate the nature of challenges faced by ESL teachers and learners in the teaching and learning of reading comprehension in English Language. The inquiry further explored the contributing factors to those challenges. The focus of the investigation was on Grade10 English Language teachers and learners in two selected secondary school in the Quthing district. The study was underpinned by Vygotsky (1978) Socio-cultural theory. A case study qualitative design was employed where teachers’ interviews and students’ tests were used to generate data for the study. Data analysis procedure followed five phases of thematic coding as advocated by Robson (2011). The main findings revealed that teachers are incompetent to teach reading comprehension while learners have poor comprehension and limited vocabulary to comprehend written texts. From this discovery, the study proposes that teachers should go for in-service programs and learners should be exposed to print-rich environment.
Challenges of using sign language interpreting to facilitate teaching and learning for learners with hearing impairment
(National University of Lesotho, 2021-07) Majoro, Nthabiseng Eugenia; Mosia, Paseka Andrew
This study investigated challenges of sign language interpreting in facilitating teaching and learning for learners with hearing impairment. The study was also meant to find out how sign language services are organised in the school. Five sign language interpreters and five subject teachers participated in the study through semi-structured interviews. Data for the study was collected and analysed qualitatively through content analysis and the findings organised in categories of responses namely themes and sub themes. The findings are therefore presented using identified themes and extracts from participants to allow readers to make own interpretations. The study revealed that both sign language interpreters and subject teachers face challenges in facilitating learning for learners with hearing impairment. The major challenges which sign language interpreters and learners with hearing impairment face are low competence in sign language such as limited vocabulary to express key concepts in certain subjects and lack of learning material. Additionally, there are few sign language interpreters and one sign language interpreter has to interpret continuously from 8 am to 4 pm and this is tiring. Sign language interpreters interpret all subjects taught during the course of the day, as such, the idea of their competence in each discipline comes into play. This is because interpreters are at the core of teaching and learning for the learners as some subject teachers do not know how to communicate in sign language. Whenever a sign language interpreter is absent from school, teaching for learners with hearing impairment is compromised. Notwithstanding, the school makes efforts to ensure that subject teachers have workshops to equip them with sign language skills. The study recommends that The Ministry of Education and Training should follow up on the implementation of the Inclusive Education Policy, develop sign language as a subject in schools, offer trainings for sign language interpreters and also have a say into hiring the sign language interpreters.
The classical test or item response measurement theory
(International Journal of Learning, Teaching and educational Research, 2022-09) Ayanwale, Musa Adenkule; Chere-Masopha, Julia; Morena, Malebohang C
While the Examination Council of Lesotho (ECOL) is burdened with a huge workload of assessment tasks, their procedures for developing tests, analysing items, and compiling scores heavily rely on the classical test theory (CTT) measurement framework. The CTT has been criticised for its flaws, including being test-oriented, sample dependent, and assuming linear relationships between latent variables and observed scores. This article presents an overview of CTT and item response theory (IRT) and how they were applied to standard assessment questions in the ECOL. These theories have addressed measurement issues associated with commonly used assessments, such as multiple-choice, short response, and constructed response tests. Based on three search facets (Item response theory, classical test theory, and examination council of Lesotho), a comprehensive search was conducted across multiple databases (such as Google Scholar, Scopus, Web of Science, and PubMed). The paper was theoretically developed using the electronic databases, keywords, and references identified in the articles. Furthermore, the authors ensure that the keywords are used to identify relevant documents in a wide variety of sources. A general remark was made on the effective application of each model in practice with respect to test development and psychometric activities. In conclusion, the study recommends that ECOL switch from CTT to modern test theory for test development and item analysis, which offers multiple benefits
Connectivism theory
(European Open Science, 2023-07-12) Selialia, Mampota; Mokhetsengoane, Setho John; Kurata, Lehlohonolo
At present, the world is immersed in technology which seems to alter people’s way of life and how people learn. While traditional learning theories seem insufficient to explain how technology and the proliferation of information could be manipulated for effective learning, Connectivism theory emerged to salvage this insufficiency. Different countries around the globe are also occupied with reforming their curriculums to address contemporary issues. The study, informed by technology adoption model, deployed qualitative content analysis to investigate the degree of alignment between connectivism theory and Lesotho’s integrated curriculum for effective learning in the digital age. Document analysis was used to analyse the pedagogy section in CAP in order to identify principlesand objectives that overlap with the major principles of connectivism. The findings indicated that to a large extent, connectivism and Lesotho’s integrated curriculum principles overlap. However, Lesotho’s integrated curriculum shrinks in explicitly guiding how technological skills could be promoted. It was therefore recommended that technology and digital tools should be integrated into the curriculum to enable students to engage in networked learning. In addition, there should be training of both teachers and students on ICT and network learning environments to enhance students’ learning.
The connotations of Semoshoeshoe in education for peacebuilding
(CARI, 2024-06-16) Lephoto, Malephoto Niko Ruth; Mochekele, Mapulane
Purpose: The purpose of this theoretical study is to argue for the application of SeMoshoeshoe as an African philosophy for educating for peace. We support UNESCO (2020) and UNICEF (2016) advocacy that education is the only tool that can transform the world that is experiencing a surge of violence and the disruption of peaceful human co-existence. In Particular, in this study we contribute knowledge essential for transforming escalating acts of violence in Lesotho and other countries with similar contexts. Research has attested that violence is surging in the Lesotho, placing the country in the sixth highest murder rate in the world (UNDP, 2021). Methodology: Guided by the Indigenous Wholistic theory (IWT), this study adopted a semi- systematic review of literature as a research methodology to argue for SeMoshoeshoe as indigenous resource for Education for Peacebuilding (EP). The study sought to answer; what call for Education for peacebuilding in Lesotho? What are the connotations of SeMoshoeshoe in education for peacebuilding? The content analysis method was used to analyse data. Findings: The findings which yielded that the escalating acts of violence and moral decay in the country call for education for peacebuilding. The study also found that the principles of SeMoshoeshoe are essential resources for educating for a culture of peace. Unique contribution to Theory, Policy and Practice: The study concludes and recommends that SeMoshoeshoe is a valuable indigenous resource for restoring a culture a peace, and should be adopted as a cultural resource for the development of policy for educating for peace in the country
Constructions of gender in the context of free primaty education: A mult-site case study of three schoools in Lesotho
(University of Kwazulu-Natal, 2009) Morojele, P. J.; ; Prof. Bhana, Deevia; Prof. Moletsane, Relebohile
This thesis reports on a qualitative study of stakeholders’ constructions of gender in the context of the Free Primary Education policy in three primary schools in Lesotho. Through the lens of the social constructionist paradigm, the thesis examines how parents, teachers and children living in and around these primary schools think, act, and feel in relation to gender in their academic and social worlds. It looks at the ways in which these stakeholders engage with issues of gender in Lesotho communities ravaged by gender inequality. Based on parents’, teachers’ and children’s constructions of gender, the thesis suggests strategies that might help address inequitable gender relations in and around the primary schools. The thesis grounded my personal life experiences, as the researcher, as crucial in the development of methodological strategies and processes of this study. In a flexible and responsive manner, the study utilised informal conversations, semistructured interviews, observations, questionnaires and document analysis, as methods of data collection. It found that, influenced by ‘discursive constructs’ of providence and God’s will, child-adult relations, naturalness of gender differences and attributes as well as the Basotho culture, parents and teachers constructed gender in ways that reinforced existing gender inequality in and around the primary schools. The structural and social organisation of the schools that tended to allocate girls and boys into rigid social categories, and parents’ and teachers’ constructions of gender which reinforced inequitable gender relations, were found to have significant impact on the regulation of children’s experiences and meanings of gender. The study found that children’s experiences of gender informed how they actively engaged with issues of gender and the meanings they attached to being girls and boys. The study traces how Basotho culture and religion have been fundamental to gender inequality and violence in Lesotho. These factors encouraged the schools to use structural/physical identities (such as having biological sex as a boy/girl), as the bases for allocation of girls and boys into rigid and inequitable social categories. The dominant discourses of gender that emanated from these factors, ascribed stereotypic attributes to males (boys and men) and females (girls and women) as means to ground inequitable gendered human aptitudes, which were used to justify gender inequality. The study also identifies ways in which girls defy the insistence on their subordination, and sees fault lines where gender inequality can be confronted without abandoning Basotho culture.

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