Entrepreneurship education in Lesotho secondary schools: pedagogical challenges

Abstract

The paper explores the extent to which the entrepreneurship education component of the business education curriculum in Lesotho secondary education is being implemented. The study was undertaken in 18 schools during 1998, 1999 and 2000. Different research methods such as video recording, interviews and document analysis were used.Results indicate that teachers mainly employ didactic methods of teaching, leaving little room for entrepreneurship development. This is reinforced by the type of examination questions asked. The types of questions asked do not reflect core values and skills central to entrepreneurship education. The findings suggest recommendations geared towards supporting teachers in espousing appropriate pedagogical methodologies to entrepreneurship during in-service and pre-service development.

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