Analysis of Lesotho secondary education aims for curriculum ideologies integration

Abstract

Addressing the socio-economic, political, and scientific needs of education in the 21st century has proven to be a formidable undertaking. In addition, it is anticipated that governments would offer education that not only improves subject knowledge but also conforms to the ideological concepts that guide education policy at both the elementary and secondary levels, while also meeting the requirements of the community. This study investigated the degree to which the curriculum ideologies are integrated into secondary education, specifically focusing on the aims of secondary education outlined in the Curriculum and Assessment Policy (CAP). A qualitative study of the documents was conducted. The findings revealed that all ideas are present and incorporated in all the objectives. Generally, each objective consists of three ideologies, except for aims one and three, which combine two ideas. The learner-centred ideology, which is included in all nine aims, represents the prevailing ideology. The curriculum is meticulously designed to provide students with a thorough education that prepares them for advanced academic pursuits or job prospects, both inside their own country and abroad. Basotho must actively and vigorously pursue and promote their knowledge goal.