An Analysis of the Curriculum Ideology in the Lesotho General Certificate of Secondary Education English Language Syllabus

Abstract

The role of the English Language is undeniable in maintaining the growth and development of skilled workforces that are globally compatible. This study sets out to analyze the curriculum ideology of the Lesotho General Certificate of Secondary Education (LGCSE) English Language syllabus. The study was qualitatively conducted through the use of document analysis- analyzing the syllabus document. The findings reveal that the LGCSE English Language syllabus has the four curriculum ideologies, though in varying degrees. It appears that the dominant ideology in this syllabus is the learner-centered ideology which appears in four syllabus aims, followed closely by social efficiency appearing in three aims, the social reconstruction appearing in two aims. Trailing behind is the scholar’s academic ideology appearing in one syllabus aim. This LGCSE English Language syllabus positions a learner largely as an affiliate of society and also one who can function effectively in various milieus in a society. The current study suggests curriculum ideology awareness programs should be given to teachers and prospective teachers of the English Language to assist them in their teaching of the English Language. The study also recommends that a survey study can be conducted on teachers and teacher educators before designing the national curriculum of Lesotho because much curriculum is affected by the ideology of the teacher.

Analysis of Lesotho secondary education aims for curriculum ideologies integration

“…In addition, they must address socio-political expectations and, in the majority of instances, incorporate liberal and democratic principles and teaching methods (Schiro, 2008). Academics like Mnguni (2018) in South Africa, and Makoa (2023) and Moea (2023) in Lesotho, have contended that a curriculum should improve students' socio-economic and scientific competitiveness within their respective nations. It is recommended that curricula should aim to incorporate novel concepts into educational practices, establish standardised material and learning outcomes (Moea, 2024), update educational content and experiences, and implement student-centred curricula, content, and teaching methods (Mnguni, 2013).…”

“…It is crucial to acknowledge both the disputed character of the curriculum and the ideological aspects that shape it when considering its role in organising and valuing knowledge (Mnguni, 2021). Curriculum ideologies are expressed through ideals, aspirations of future years, and the specific venues or shapes they take (Moea, 2023). The curriculum incorporates procedures for evaluating presumed decisions on its design, creation, and execution.…”

“…This ideology is also referred to as the Scholar academic ideology, humanist disciplinarian, and educational traditionalist (Moea, 2023). The traditional curriculum concept is based on the notion that education should prioritise the imparting of knowledge and the cultivation of fundamental abilities.…”

“…The traditional curriculum concept is based on the notion that education should prioritise the imparting of knowledge and the cultivation of fundamental abilities. This worldview places significant emphasis on the necessity of discipline, organisation, and intellectual rigour within the educational setting (Mnguni, 2021;Moea, 2022aMoea, , 2023. It generally consists of an organised and standardised curriculum that covers subjects like mathematics, science, language arts, and social studies.…”

The Analysis of Curriculum Ideologies in LGCSE Sesotho Syllabus

“…The LGCSE Sesotho syllabus is intended to provide a basis for further education and to provide job opportunities for learners studying Sesotho. According to Moea (2022a), the 2009 curriculum and assessment policy is designed a change from being unbalanced and examination-oriented. From Basotho education to colonial education eras, on to attaining independence in 1966, there was an imperative for Lesotho to transform its education, making it applicable and appropriate to its nationwide needs (Moea, 2022b).…”