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Item Littering perceptions, and behaviours among the general public in Maseru, Lesotho(International Journal of Science Engineering and Technology, 2023) Siimane, Tsaletseng M; Malaka, Sekhoane; Tsoahae, SehoeteLittering is a growing environmental problem that has caught the eyes of different sectors of society. This study, which was conducted in Maseru, Lesotho, aimed to understand littering perceptions and behaviours among the general public. A qualitative phenomenological study design was used where data was collected through semi-structured interviews from a sample of 57 respondents. Data was analysed through content analysis. Findings revealed that Maseru city is perceived as heavily littered, although littering was seen to have decreased over time. Furthermore, litterers are predominantly female, aged between 26-35 and most have secondary education. Material factors such as the availability of waste receptacles and the convenience of the receptacle location influence littering behaviour, while keeping a clean environment was identified as the main promoter of anti-littering behaviour. The study concluded that there are positive perceptions and negative behaviours in littering in Maseru. Recommendations for reducing littering included the supply of more litter bins and creating awareness through educationItem 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 Monnectedness 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.Item Cultural and technological synergy(Elsevier, 2025-01-21) Ayanwale, Musa AdenkuleEfforts 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.Item School-based psychosocial support(Scholink, 2021-11-22) Lephoto, Malephoto Niko Ruth; Hlalele, DipaneThe necessity for school-based psychosocial support (SBPSS) provision has become a fundamental issue in global education systems. However, for many schools in Lesotho, and in other Sub-Saharan countries, there seem to be no clarity on the position of guidance and counselling (GC) in school psychosocial support (PSS) undertakings. This paper considers G/C as an essential component of psychosocial support provision in schools, and argues that G/C should be well positioned so that it becomes the core component of PSS activities. The paper intents to address issues raised by international research that against the backdrop of ever increasing complex societal challenges that impact negatively on school going population and school life in general, there is need strengthen G/C as part of PSS activities. The interplay of the various challenges often makes the adverse experiences more complex, subsequently causing adjustment disorders among students. Underpinned by asset-based approach and relational leadership theory, this study employed qualitative semi-structured questionnaires, online free attitude interviews and focus group discussions to explore teachers’ perspectives on possibilities for positioning GC as the core component of SBPSS. This study uncovered various factors contributing to undecided position of GC. The study concluded that schools need to tap into asset-based approach to strategically position GC in SBPSS undertakings.Item Adopting a relational leadership as a strategy for empowering teacher counsellors(2019) Lephoto, Malephoto Niko RuthThis 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.Item The connotations of Semoshoeshoe in education for peacebuilding(CARI, 2024-06-16) Lephoto, Malephoto Niko Ruth; Mochekele, MapulanePurpose: 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 countryItem Enabling teachers as front liners in maintaining learners' emotional well-being during Covid-19 context(Scholink, 2021-01-27) Lephoto, Malephoto Niko RuthThis 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.Item Pedagogical training of lecturers for higher education(Reasearch in Business & Social Science, 2024-08-18) Ramolula, Kabelo; Nkoane, MiltonThe study aims to explore inadequate pedagogical training for higher education and strategies that could enhance effective teaching. The study adopted a constructivist paradigm and qualitative research design as it is qualitative in nature. Bandura’s social cognitive theory forms the basis for the study. The theory holds that learning occurs in a social context, interacts with the surroundings and actions, and applies the already stored schemata to acquire new knowledge. Data were generated from the critical review of the relevant literature. It was interpreted and analyzed thematically following Castle and Amanda’s five steps of thematic analysis. The results showed inadequate funding and wrong assumptions about the teaching abilities of lecturers with advanced degrees. In addition, there is also a lack of formal training programs, which contributes to the poor state of teacher training. The study revealed that enough funding and transparent lecturers’ pedagogical training structures can enhance lecturers’ teaching abilities. The study concludes that teacher training for higher education is insufficient. However, proper financial support for relevant and effective teacher training programmes could improve lecturers’ teaching skills and thus better students’ performance. The study recommends that all lecturers in higher education should go under formal teacher training. Universities should also source funds to enhance formal teacher training for novice lecturers. There should be frequent refresher courses on the latest teaching methods for gurus already in the field.Item The right to education for children with autism in Lesotho(University of the Freestate, 2024-05-30) Tseeke, Mahlape; Rakolobe, Kelello AliciaA child’s access to equal educational opportunities is considered a basic human right, which extends even to children with disabilities. However, the realisation of international agreements protecting this right lies in individual countries’ interpretation and implementation of such rights. This study examined how the right to education for children with autism is provided for, protected and promoted in Lesotho’s existing legislation and policy frameworks. A critical policy analysis was employed to explore how explicit or implicit the language used in the legal and policy frameworks is to generate opportunities and/or social inequalities in realising this right for autistic children. Reviewed legislation and policies were purposively selected to address the phenomenon of the study. The documents selected were four legislations; the Constitution of Lesotho (Lesotho, 1993), Education Act, No.3 of 2010 (Lesotho, 2010), Children’s Protection and Welfare Act 2011 (Lesotho, 2016b), Persons with Disability Equity Act of 2011 (Lesotho, 2021), and two policy documents; National Disability and Rehabilitation Policy of 2011 (Lesotho, 2011a), and Lesotho Inclusive Education Policy of 2018 (Lesotho, 2018). The findings revealed that while there are laws, including the Constitution of Lesotho (Lesotho, 1993), and policies that recognise the right of children with disabilities to education in Lesotho, there seemed to be no legal obligation to warrant the provision of this right for children with autism. Thus, this may have a negative impact on the provision and access to equitable education for these children and, in turn, the right to education for children with autism. Therefore, a legislation and policy review is recommended if this right is to be realised for children with autism.Item Foregrounding a teaching philosophy statement in scaffolding reflective practice and professional development of higher education teachers in Lesotho(Taylor & Francis, 2023-09-18) Tlali, Tebello; Lefoka, PulaneAt some point in the teaching career, educators are expected to develop a teaching philosophy statement (TPS). This could be during the initial teacher training programme; when applying for a teaching post or when seeking promotion. It could also be a component of a continuous professional development programme that teachers undergo or a component of a teaching portfolio they have to submit for a specified purpose. This paper explored the extent to which articulating a teaching philosophy statement promotes reflective practice and also advance the professional development of higher education teachers. Narrativism was employed as the over-arching paradigm for this study. A qualitative approach was adopted, and data was collected through an online qualitative or open ended questionnaire, in which the participants were requested to narrate their teaching philosophy statements. Thematic analysis was utilised to analyse the data. The findings revealed that writing a TPS does, to a large extent, enable a reflectivepractice. Furthermore, the exercise promotes professional development by allowing teachers to rethink their practices.Item Gender, age and faculty differences in learning practices among undergraduates at the National University of Lesotho(SRP, 2021-10-21) Tlali, Violet Tebello; Baliyan, Som PalThis quantitative study analysed gender, age and faculty differences in the learn- ing practices and other pertinent factors as perceived by the undergraduate students at the National University of Lesotho (NUL). The quota sampling method was used to select 312 students (n = 312) from the seven faculties. Adopting the constructivism theory of learning, a validated and reliable ques- tionnaire was constructed for data collection through a survey. The ques- tionnaire had thirty seven items on the four categories of learning practices: classroom practices, studying practices, assessment practices and academic in- tegrity practices. Fifteen items focused on the pertinent personal factors and the institutional factors. All the items were measured on a five point Likert’s Scale. Data was analysed through statistical tools of Independent t-test and Analysis of Variance. Students perceived all the four learning practices above the mean level. Classroom practices and studying practices were perceived to be the highest and lowest learning practices, respectively. Academic integrity practice had a gender difference in students’ perception while age difference was determined in studying practices. Neither age nor gender difference was determined in students’ perception towards either the personal or the institu- tional factors pertinent to learning. Students perceived three learning practices differently: assessment practices, studying practices and academic integrity prac- tices. Studying practices and assessment practices were perceived the lowest by students in Science and Technology Faculty while academic integrity prac- tices were at the lowest in the health sciences faculty. The study recommends that these faculties improve on these learning practices in order to improve learning among the undergraduates at the university.Item Pre-service teachers'perceptions of the relevance of teacher professional ethics in contemporary Lesotho(ORCID, 2021-12) Tlali, TebelloPrevious research suggests that new teachers have more negative ethical perceptions than their senior counterparts. However, there is limited research on teachers’ perceptions regarding the relevance of professional ethics in the contemporary world. Hence this study sought to explore the extent to which pre-service teachers in Lesotho consider professional ethics to be relevant. A qualitative approach was adopted and Kohlberg’s (1987) moral development theory was used as the theoretical framework for the study. Data were generated with the use of both semi-structured and focus-group interviews. Forty-six (n 46) final-year Bachelor of Education (BEd) students were purposively selected to take part in this study. Sixteen (16) were interviewed individually, while 30 were interviewed in three focus- groups of ten participants each. The findings are that the participating pre-service teachers had mixed feelings about the relevance of professional ethics of teachers. Some emphasised the importance of a teachers’ code of ethics while others indicated that some of the regulations were outdated. The position taken in this paper is that teacher professional ethics are timeless. These are meant to protect the interests of different stakeholders in education as well as the image of the teaching profession.Item Re-framing postgraduate supervision as a teaching and learning practice(ORCID, 2022-10-24) Tlali, Tebello; Chere-Masopha, JuliaItem Developing professionalism through reflective practice among pre-service teachers at the National University of Lesotho(Routledge, 2018-09) Tlali, TebelloThis 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.Item Exploring the prospects for professional development of postgraduate supervisors at the National University of Lesotho(SOTL, 2023-05) Tlali, TebelloHigher education developments are gradually enabling the re-conceptualisation of postgraduate research supervision as a teaching and learning practice. This re- conceptualisation has also led to the recognition that postgraduate research supervisors need to be appropriately capacitated so that they can master the supervisory craft. This study sought to explore the prospects for professional development of postgraduate supervisors at the National University of Lesotho, by examining supervisors’ trajectories of learning how to become supervisors and to identify areas for further professional development. Fifteen supervisors took part in the study. Nine (three associate professors and six senior lecturers) were interviewed through semi-structured interviews while six junior lecturers were interviewed through a focus group interview. The findings revealed that while most supervisors relied mainly on the way they were supervised, they also value the experiential learning accrued in their trajectories as supervisors. The study highlights issues for consideration in advancing professional development of postgraduate supervisors at the National University of Lesotho.Item Creating an environment that nurtures deep learning(ResearchGate, 2019-05) Tlali, TebelloThe 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.Item The challenges faced by heads of departments in selected Lesotho high schools(Routledge, 2020-01) Tlali, Tebello; Matete, NtjoetsoThe 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.Item Challenges confronting supervision at the National University of Lesotho(ResearchGate, 2022-07) Tlali, Tebello; Chere-Masopha, Julia; Sebatane, Edith; Khalanyane, TankiePostgraduate 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.Item African indigenous perspectives for reinforcing moral education among the Lesotho Secondary school learners(ResearchGate, 2023-12) Tlali, Tebello; Sepiriti, Sepiritihe 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.Item Decolonising rural ecologies of learning and teaching(Springer Nature, 2023) Rakolobe, Kelello; Teise, Kevinn 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.
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