Content analysis of the LGCSE Geography and Sesotho syllabi for alignment with the Lesotho Curriculum and Assessment Policy

Raselimo, Mohaeka; Thamae, Cornel George

doi:10.15700/saje.v38n3a1481

Cited by 5 publications

(6 citation statements)

References 6 publications

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“…In fact, it is in this section where learners reflect on their experiences to solve real life problems. In this case, one would concur with Raselimo and Thamae's (2018) findings that, placing of any content at the last section of syllabus is risking its likelihood of being given fair consideration.…”

Section: A the Striking Of Lgcse Religious Studies Syllabussupporting

confidence: 58%

Content Analysis of LGCSE Religious Studies Syllabus: To What Extend Does It Address the 21st Century Skills?

Kurata

Mokhets’engoane

Selialia

2022

EJEDU

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Recently, there has been renewed interest of countries to reform their curriculum in order to promote 21st century 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 religious studies in Lesotho have not focused on the extent to which this subject contributes to the promotion of 21st century skills and that prompted the present study. Qualitative Content Analysis was employed to determine the extent to which religious studies syllabus promotes 21st century skills. Document Analysis was used to analyze aims of the syllabus to establish different skills which are promoted by each aim. The findings indicated that religious studies syllabus aims differ in terms of the degree at which they promote 21st century 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.

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Section: A the Striking Of Lgcse Religious Studies Syllabussupporting

confidence: 58%

Content Analysis of LGCSE Religious Studies Syllabus: To What Extend Does It Address the 21st Century Skills?

Kurata

Mokhets’engoane

Selialia

2022

EJEDU

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“…Moreover, the study has revealed that the teaching and learning of the subject in Lesotho is still traditional and confined to the four-walls of the classroom as part of a highly content based elitist curriculum inherited from colonial education. Raselimo & Thamae (2018) acknowledge that CAP (2009) was developed in response to national concerns on the relevance of curriculum and validity of public examinations. Examinations were viewed as placing less emphasis on practical skills and national context in education.…”

Section: Discussionmentioning

confidence: 99%

Exploring Alignment between the Lesotho Secondary DS teachers' Pedagogy and Work Related Skills

Lekhanya

Raselimo

2022

Eur. J. Teach. Educ.

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This paper explores alignment between Lesotho secondary Development Studies (DS) teachers’ pedagogical practices and corporate world skills. The study complimentarily employed three research questions in determining approaches teachers employ in DS classrooms, corporate world skills such approaches are intended to promote and availability of necessary resources to support their promotion. Data was generated from six schools using semi-structured interviews and classroom observations. The findings reflected no interface between interviews generated data and observations on teachers’ practices. Despite being highly qualified and experienced, DS teachers in Lesotho are inclined to rote learning and therefore fail to deliver appropriate DS pedagogy for attainment of the desired work competencies. The practiced subject pedagogy is inconsistent with its teaching philosophy, the theoretical framework and complementing theory in this study. The findings suggested that there is need to revise teacher training programmes while also introducing continuous professional development (CPD) to change DS teachers’ pedagogical practices.

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“…In an effort to globalize Lesotho's educational system, the 2009 curriculum and assessment policy states that learners must develop the core competencies of effective and functional communication, problem-solving, scientific, technological, and creative skills, critical thinking skills, collaboration and cooperation, functional numeracy, as well as learning to learn (MOET, 2009;Raselimo and Thamae, 2018). Similar to this, the Ministry of Development Planning [MDP] (2012) notes that education is one of the primary methods the Lesotho government does to combat poverty.…”

Section: Literature Reviewmentioning

confidence: 99%

The Literature in English Syllabus through the 21st Century Skills Lens: A Hermeneutic Analysis

Sylvester¹,

K.S.²

2022

IJRPR

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This study investigates the relevance of the Lesotho General Certificate of Secondary Education (LGCSE) Literature in English in teaching the 21st century skills as well as evaluating the place of this subject syllabus in this era. This qualitative study used the interpretivist paradigm and hermeneutically document analysis of the syllabus document was done. The results revealed that critical thinking, communication, cooperation, and creativity predominate in the learning skills category. Learning skills are followed by literacy skills, in which the sub-skill of flexibility appears in each of the seven syllabus aims. Information and media are closely behind with appearance in five syllabus aims each, while technology is last with zero syllabus aims. There is no evidence that the syllabus provides the learners with the technological skills they need to succeed in school and elsewhere. It was also discovered that the LGCSE Literature in English syllabus is of paramount importance for survival in the 21st century thus it is recommended that its place as an elective subject be re-evaluated and be granted the place of a core subject.

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Content analysis of the LGCSE Geography and Sesotho syllabi for alignment with the Lesotho Curriculum and Assessment Policy

Cited by 5 publications

References 6 publications

Content Analysis of LGCSE Religious Studies Syllabus: To What Extend Does It Address the 21st Century Skills?

Content Analysis of LGCSE Religious Studies Syllabus: To What Extend Does It Address the 21st Century Skills?

Exploring Alignment between the Lesotho Secondary DS teachers' Pedagogy and Work Related Skills

The Literature in English Syllabus through the 21st Century Skills Lens: A Hermeneutic Analysis

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