Research Articles

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https://hdl.handle.net/20.500.14155/182

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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.”
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.
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.
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
Content analysis of LGCSE Religious Studies syllabus
(European Open Science, 2022-12-07) Kurata, Lehlohonolo; Mokhetsengoane, Setho John; Selialia, Mampota
Recently, there has been renewed interest of countries to reform their curriculum in order to promote 21stcentury skills among learners. It is expected too, that subject syllabi should align with the curriculum in promoting such skills. However, most studies in the field of religiousstudies in Lesotho have not focused on the extent to which this subject contributes to the promotion of 21stcentury skills and that prompted the present study. Qualitative Content Analysis was employed to determine the extentto which religiousstudies syllabus promotes 21stcentury skills. Document Analysis was used to analyzeaims of the syllabus to establish different skills which are promoted by each aim. The findings indicated that religiousstudies syllabus aims differ in terms of the degree at which they promote 21stcentury skills. It also appeared that learning and innovation skills are predominantly promoted by the syllabus aims. However, the syllabus’aims seem to shrink from promoting technological skills. As a result, the following suggestions were made; first, the curriculum developers should emphasize all skills equivalently. Additionally, curriculum developers should restructure the curriculum to promote technological skills
Contextual Factors Obstructing the Effective Implementation of the Curriculum and Assessment Policy in the Lesotho Education Sector
(Repam, 2024-02-05) Rakolobe, Rakolobe, Kevin Teise
Policy implementation is the most crucial phase in the policy-making cycle. If not implemented, policy aims and objectives cannot be achieved, and the quality of education can subsequently not be improved. The Lesotho Ministry of Education (MoET) adopted the Curriculum and Assessment Policy, 2009 (CAP 2009) to localise its curriculum. With this curriculum, MoET intends to make education relevant to Basotho and improve equal and equitable access to quality education for all Basotho. However, a persistent policy gap caused by failing to implement the CAP 2009 effectively renders this curriculum ineffective. MoET now plans to replace CAP 2009 with a new curriculum called the Lesotho Basic Education Curriculum Policy (LBECP), which is intended to close the implementation gap witnessed with the CAP 2009 and counter the contextual factors that led to the failure of CAP 2009. In this article, we argue that the Lesotho education policy context obstructed the implementation of CAP 2009. We, therefore, explore certain contextual factors that negatively impacted the effective implementation of CAP 2009. We argue that the persistent policy gap regarding the implementation of CAP 2009 results from a policy process that is not sensitive to or does not reflect the unique Lesotho education context. Findings suggest that poverty, rurality, HIV/AIDS, corruption, and political instability severely hampered the effective implementation of the CAP 2009. Following this, specific recommendations are made to improve and ensure effective curriculum implementation within the Lesotho education sector.
Creating an environment that nurtures deep learning
(ResearchGate, 2019-05) Tlali, Tebello
The paper sought to explore the lecturers’ experiences concerning their teaching strategies and students’ learning approaches at the National University of Lesotho (NUL). Thus, the paper analysed these practices mainly from the lecturers’ perspectives. The growing media negative views about the quality of the teaching and learning practices at NUL necessitated research on the matter. Departing from an interpretive paradigm, the study adopted a qualitative design. Date were gathered through semi-structured interviews with lecturers across the seven faculties of NUL. The population consisted of 300 lecturers. However, participants were purposively selected, and 14 (two from each of the seven faculties) participated in this study. The assessment papers provided by the interviewed lecturers were analysed. The findings indicate that lecturers are frustrated by the lack of a clear teaching and assessment policy. This situation is exacerbated by inadequate training in teaching and assessment. In addition, the findings suggest that there is a high prevalence of memorisation, reproduction of class notes and plagiarism among the students. The paper proposes that the institution addresses these shortcomings through clear teaching, learning and assessment policies as well as the establishment of comprehensive staff development and student support programmes.
Cultural and technological synergy
(Elsevier, 2025-01-21) Ayanwale, Musa Adenkule
Efforts to improve learners’ achievement in Development Studies (DS) have been ongoing, yet the chief exam- iners’ reports from 2018 to 2023 show no significant improvement. This persistent issue may be linked to the use of inappropriate pedagogical practices. There is a notable lack of research exploring the Culturo-Techno- Contextual Approach (CTCA) in Southern Africa; hence, we investigated how CTCA can enhance learners’ achievement in DS classrooms. Grounded in socio-constructivism, practice architecture, and meaningful verbal learning theory, a quasi-experimental design involving grade 11 intact classes was employed to generate quantitative data. We employed an Analysis of covariance (ANCOVA) to assess the impact of CTCA on learners’ achievement and mean ranks were calculated to determine the difficulty levels of DS topics. The results indicate that the most challenging topic was theories of development (M = 4.72), followed by Population and Devel- opment (M = 3.71). More importantly, learners exposed to CTCA significantly outperformed their peers in the comparison group, as evidenced by [F (1,47) = 4.579; p < 0.05] n2 = .89 (p = 0.038). These results suggest that CTCA positively impacts learners’ achievement, particularly in Population and Development. Continuous assistance and active participation were associated with higher scores and better comprehension. We conclude that incorporating CTCA in DS teaching can improve learner outcomes. These results underscore the need for adopting innovative pedagogical approaches like CTCA to enhance educational practices and learner achieve- ment in DS.
Decolonising rural ecologies of learning and teaching
(Springer Nature, 2023) Rakolobe, Kelello; Teise, Kevin
n Lesotho HIV and AIDS is a national crisis with many rural citizens being either affected by or infected with HIV and AIDS. So severe is the rate of infections that HIV prevalence since 2013 has increased from 23 percent to 25 percent, making Lesotho the country with the second highest HIV and AIDS infections worldwide. Of these infections, a substantial percentage is young people. However, learners are also variously affected by the pandemic. Education is generally regarded as a significant factor in the fight against HIV and AIDS. Thus, Lesotho developed the Lesotho Education Sector HIV and AIDS Policy in 2012, which articulates the education sector’s response to the HIV and AIDS crisis. It is against this backdrop that this article reports on a study conducted to explore the realities regarding the (non)enactment of the LESHAP (2012) in particular schools in the rural areas of Lesotho. Data were generated through semi-structured interviews with various stakeholders in Lesotho education. Findings from the study suggest that the aims and objectives of the LESHAP (2012) might not be realised because of various factors which negatively impact its effective enactment. These factors include a lack of knowledge and training; a lack of school specific policies; culture; a lack of training; the absence of the policy at school; a lack of school specific HIV and AIDS policies; religious convictions; and the attitudes of teachersabout condoms. This paper concludes with recommendations aimed at enhancing the enactment of the LESHAP 2012.
Developing professionalism through reflective practice among pre-service teachers at the National University of Lesotho
(Routledge, 2018-09) Tlali, Tebello
This article is based on a study which aimed to explore the use of reflective practices to develop professionalism among pre-service teachers at the National University of lesotho. the study sought to contribute to the local and international debate on best practice in encouraging and scaffolding constructivism through reflective practice among teachers. Forty final year pre- service teachers participated in the study and were interviewed individually and in groups. they shared their conceptions and views about how they plan to engender professional growth in their own teaching. by engaging in this exercise, this group of future teachers was empowered to develop into reflective professionals. The findings were discussed against the Centric Reflection Model which posits the different stages and dimensions of the reflective exercise. The author argues that reinforcing reflective dispositions could promote professional growth, and decrease misconduct and lack of professionalism associated with some teachers in lesotho.
Do in-service teachers accept artificial intelligence-driven technology?
(Elsevier, 2024-05-20) Molefi, Rethabile Rosemary; Ayanwale, Musa Adekunle; Kurata, Lehlohonolo; Chere-Masopha, Julia
This study investigates the acceptance and utilization of artificial intelligence (AI) among in-service teachers in Lesotho, focusing on the mediating role of school support and resources (SSR). In Lesotho’s educational land- scape, which is characterized by a growing interest in technology integration, this study fills an essential gap in the existing literature by exploring in-service teachers’ perspectives on AI adoption and the mediating influence of SSR. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical framework, the study adopts a cross-sectional design, collecting data from a sample of 315 in-service teachers through online surveys. The data was analyzed using maximum likelihood estimation. The results reveal a substantial positive relationship between perceived usefulness, perceived ease of use, and a positive attitude towards AI, with SSR playing a pivotal role as a complementary mediator in these connections. However, the study identifies a non- significant relationship between technical proficiency and behavioral intention, suggesting a need for further investigation into the technical skills essential for effective AI integration. The results highlight the critical role of SSR in shaping in-service teachers’ intentions to use AI in their teaching practices. As a result, the study rec- ommends tailored continuous professional development programs and collaborative learning communities to enhance teachers’ skills. Additionally, it emphasizes the importance of advocating for policies that support AI integration in education and underscores the ethical considerations related to AI use. We discuss the implications of our results concerning integrating AI into teachers’ teaching practices in schools and outline future directions.
Enabling teachers as front liners in maintaining learners' emotional well-being during Covid-19 context
(Scholink, 2021-01-27) Lephoto, Malephoto Niko Ruth
This article is an attempt to theoretically present Ubuntu/Botho philosophy as a complementary approach to guide efforts intended to restore and maintain positive emotional well-being among African Basotho school going children and youth during COVID-19 and beyond. Research shows that COVID-19 pandemic has impacted badly on school systems, particularly teaching and learning process and school life in general. The central assumption driving this paper is that factors emanating from Covid-19 pandemic do not only contribute to the damage of learning process for many learners, but they also contribute to a mental and emotional health crisis, as a result of lost access to services that are naturally offered by schools. Informed by Ubuntu/Botho philosophy, the paper argues that schools have moral obligation to protect learners’ emotional health as a crucial variable for both their complete psychosocial well-being and academic achievement. It looks at maintenance of emotional well-being from the lens of Ubuntu/Botho world view. Ubuntu/Botho adoption as a theoretical framework is an effort to contribute knowledge and suggest practice that have their foundation on the experiences of people, informed by their own sociological and cultural constructs. Ubuntu/Botho as a guiding principle places values such as compassion, empathy, sharing, respect, solidarity at the centre of human co-existence, thus, has the potential to create school relationships and support systems that can restore and maintain positive emotions.
Examining Secondary School Physics Teachers' Beliefs About Teaching and Classroom Practices in Lesotho as a Foundation for Professional Development
(International Journal of Science and Mathematics Education (2014), 2013) Qhobela, M.; Moru, E. K.
The classroom practices of science teachers are indicative of their beliefs and pedagogical content knowledge (PCK). PCK is an amalgam of knowledge about subject matter, pedagogy, and contextual issues. This article identifies areas where physics teachers in Lesotho may need professional development support by addressing the research question: How do secondary school physics teachers in Lesotho describe the teaching of science and their actual practice? A mixed-methods approach involving a survey and follow-up interviews of secondary school physics teachers was used to collect information about this research question. The results show that there is a disjuncture between the teachers� pedagogic knowledge and the teachers� contextual knowledge, indicating that their PCK was not well formed and could serve as a central focus for their professional development.
Examining secondary school Physics teachers� belief about teaching and classroom practices in Lesotho as foundation for professional development
(International Journal of Science and Mathematics Education, 2014) Qhobela, M.; Moru, E. K.
The classroom practices of science teachers are indicative of their beliefs and pedagogical content knowledge (PCK). PCK is an amalgam of knowledge about subject matter, pedagogy, and contextual issues. This article identifies areas where physics teachers in Lesotho may need professional development support by addressing the research question: How do secondary school physics teachers in Lesotho describe the teaching of science and their actual practice? A mixed-methods approach involving a survey and follow-up interviews of secondary school physics teachers was used to collect information about this research question. The results show that there is a disjuncture between the teachers� pedagogic knowledge and the teachers� contextual knowledge, indicating that their PCK was not well formed and could serve as a central focus for their professional development.
An exploration of student-student connectedness and its relationship to learning in one Environmental Health Science course, National University of Lesotho
(British Journal of Contemporary Education, 2023-11-23) Siimane, Tsaletseng M
onnectedness between students positively impacts the overall student experience and performance in higher education. This study aims to establish the perception of student-student connectedness and explore how connectedness relates to learning in a cohort of second year environmental health students at the National University of Lesotho. A descriptive cross-sectional study design was used, applying the mixed methods approach to collect data through a self- administered questionnaire and semi-structured key informant interviews. The population (n=31) responded to the questionnaire while stratified random sampling was used to select a 13% interview sample. Bivariate analysis results show that connectedness increased at the end of the semester. Furthermore, at the beginning of the semester, weak positive and negative relationships existed between connectedness and teaching-learning activities while stronger positive relationships dominated at the end of the semester. Teaching and learning methods should be varied and collaborative to improve connectedness among students.

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