This study investigated how open and distance learning (ODL) reform was managed within the Institute of Extramural Studies (IEMS), at the National University of Lesotho (NUL). The reform was introduced during the 2017/18 academic year with first-year programmes in three departments: (a) Adult Education; (b) Business and Management Development; and (c) Research, Evaluation, and Media. The study employed interviews and analysis of institutional documents as data collection techniques. Interviews were held with eight programme coordinators, four department heads, and the director of IEMS. Purposive sampling was used to select the participants to the study given their strategic position in the management and implementation of the reform. Qualitative content analysis was used to interpret the data. The findings suggested that the ODL programmes were introduced without a policy and comprehensive plan. The implementation faced several challenges such as finance, as well as infrastructural and human resources. Evidence from the literature has suggested that compared to face-to-face strategy, ODL as an educational strategy requires special resources, support, and funding. Thus, curricular materials should be adapted for the ODL context, taking into account students’ characteristics. The study found that these pertinent requirements were not considered, and implementation continued as if the reform still constituted face-to-face or campus-based instruction.

Incidences of industrial actions, which have frequently paralyzed learning at most of the educational institutions, are frequent in Lesotho. Despite the safeguards for collective bargaining in Lesotho, the incidences of industrial actions at higher institutions of learning in Lesotho are still common. The study was conducted to investigate the factors which contribute to industrial conflict at the National University of Lesotho. In order to gain a deeper understanding of the participants’ unionism experiences, semi-structured interviews were used to collect data. This study reveals that lack of transparency, inconsistent application of policies, lack of communication, lack of motivation, poor salaries, bias as well as poor working conditions are some of the factors that cause strikes at the institutions of higher learning in Lesotho.

Globally, higher education institutions (HEIs) adopt different strategies to curb plagiarism, which undermines the integrity of educational qualifications issued by these institutions. One of the key strategies adopted by HEIs is the development of anti-plagiarism policies. Emerging research from literature do indicate that effective strategies are educational and developmental intended to equip students with skills of acknowledging materials from other sources. Further, research indicates that anti-plagiarism policies reinforce negative attitudes towards plagiarism, hence adopting punitive strategies against the would-be perpetrators. The study reviewed the National University of Lesotho (NUL) anti-plagiarism policy, to determine the type of messages and discourses the policy communicates to its users. The study used document analysis, using the NUL anti-plagiarism policy as the unit of analysis. Content and discourse analysis were applied as research techniques. The study revealed that the policy communicated punitive and moral discourses. These discourses undermine the developmental aspects of academic writing. The study recommends the review of the policy to include educational and developmental discourses that would encourage that students’ academic writing is developed. Further, the University should review its policy not only to address students but members of staff.

This paper discusses the strategies that are used by the unions to address industrial conflict at the National university of Lesotho (NUL). Content analysis was undertaken to understand the interviewee’s responses and the NUL policy documents. The strategies are analyzed within the policy context, pre-industrial action, industrial action and post-industrial action. The study also shows that unions at the higher education institutions consult with other unions in the sector and, where other strategies have failed, they resort to either industrial action or legal process to resolve conflicts at the workplace. The findings further show that unions employ widespread communication between their members to share new development in the negotiation process. The findings reveal that strategies which unions normally adopt at NUL are: constant consultations and joint decision making, strikes/industrial action, work to rule, negotiations, collective bargaining, taking legal process and communication of possible ideas and solutions.