Continuing Professional Development for Lecturers at the National University of Lesotho: Milestones and Challenges

Abstract

This article appraises efforts by the National University of Lesotho (NUL) to provide continuing professional development for lecturers. The findings of a previous study suggested that the majority of lecturers at this university were not trained as teachers and that this could negatively impact on their teaching. The establishment of a staff academic development center was long overdue. In April 2014, the university established the Centre for Teaching and Learning (CTL). Drawing on a constructivist perspective, a qualitative approach was adopted to explore the current situation. The findings indicate that efforts to roll out continuing professional development for lecturers have not borne any significant results. The problem is exacerbated by a lack of support from the university community as well as lecturers’ poor attendance at the staff academic development workshops hosted by the CTL. It is thus recommended that management put mechanisms in place to support the center and ensure compulsory staff participation. Cet article vise à évaluer les moyens mis en place par l’Université Nationale du Lesotho (National University of Lesotho ou NUL) pour offrir une formation professionnelle continue aux Maîtres de conférence. Une précédente recherche a démontré que la majorité des Maîtres de conférence de cette université ne recevait pas de formation en tant qu’enseignants, ce qui pouvait avoir un impact négatif sur leur activité d’enseignement. Il était donc grand temps de créer un centre de formation pour le personnel universitaire. En avril 2014, l’université a inauguré un Centre d’Enseignement et d’Apprentissage (Centre for Teaching and Learning ou CTL). A partir d’un point de vue constructiviste, la situation actuelle a été examinée selon une approche qualitative. Les résultats de cette recherche indiquent que les moyens mis en place pour proposer aux Maîtres de conférence une formation professionnelle continue n’ont pas été concluants. Le problème est accentué par un manque de soutien de la part de la communauté universitaire et par les absences répétées des Maîtres de conférence aux ateliers de formation organisés par le CTL pour le personnel universitaire. Il serait pertinent que la direction mette en place des mécanismes permettant de soutenir le Centre et de rendre la participation du personnel obligatoire.

Fairness and Authenticity of Assessment Strategies Used at the National University of Lesotho Amid Covid-19: A Case of B.ED Primary Programme

“…For instance, the study conducted by Mahao (2003) found that NUL struggles to provide quality education due to high student enrolment and scarce teaching and learning resources. Similarly, Tlali and Jacobs (2015) reported that poorly equipped lecture halls and overcrowded classrooms possess a threat to quality education, especially at NUL. This brought attention to many scholars who ended up singing in one voice that the biggest challenge facing Lesotho's higher education is quality learning (Nyabanyaba, 2015;MOET, 2005;CHE, 2010).…”

Gender, Age and Faculty Differences in Learning Practices among Undergraduates at the National University of Lesotho: Way Forward to Improve Learning

“…Typically, deep learning originates from the learners' intrinsic motivation (Baeten, Dotchy, Struyven, Parmentier, & Vanderbruggen, 2016;Iannone et al, 2020) which is further driven by the learner's desire to use high cognitive skills in order to complete the task meticulously (Tlali, 2019a). It also refers to the capacity to establish how the distinct parts of learning material converge to form a bigger picture, as well as to provide related evidence (Postareff, Mattsson, & Parpala, 2018).…”

“…These include the availability of teaching facilities as well as the establishment of a clear teaching, learning and assessment policy. Monitoring mechanisms for the teaching, learning and assessment practices also play a critical role in the achievement of learning (Tlali, 2019a). Institutional culture and factor also play a fundamental role in improving learning.…”

How to Become Experienced? The Practice of Novice Lecturer Professional Development at A Public University

“…They often encounter shocks in the first years of teaching when they realize that the principles they have learned before may not be conducive to the real class (Wang, 2011). Tlali (2018) took the National University of Lesotho as a case. Through interviews with several lecturers at the university, he found that there are many challenges in the professional development of lecturers, such as lack of recognition, lack of resources, lack of human resources, delay in policy approval and implementation, and poor attendance of courses.…”