The Lesotho curriculum and assessment policy: Opportunities and threats

Exploring Curriculum Implementation in Response to Labour Markets

“…Hence prepare learners to achieve examinations goals. This goes along with what Raselimo and Mahao (2015) outlined, that if schools concentrate only on examinations only cognitive skills of their learners will be prepared, as paper and pencil examination do not accurately measure desirable competences and skills in learners. As result, learners will not be equipped with skills that bridges schools with workplace.…”

“…One problem with incorporating skills into the school curriculum in developing counties is that it is difficult to reconcile with a heavy dependence on rote learning. Raselimo & Mahao (2015) argue that if schools concentrate only on examinations only cognitive skills of their learners will be prepared, as paper and pencil examination do not accurately measure desirable competences and skills in learners. They further argue that when teachers' practices are examination-oriented, leaners are prepared to pass national examinations at the expense of acquiring skills.…”

The representation of curricular spider-web model in the Lesotho curriculum and assessment policy framework

“…2 However, over the years, different curricula have been introduced, although with little success, in response to personal (habitual), social and professional needs of the society and of the country as a whole. 3 Spaull 4 described such a situation as an indication of a dysfunctional education system in which learner's academic achievement would tend to be inconsistent with national curriculum standards and international assessments. Similarly, the dismal attempts in curriculum development in Lesotho appeared to be a result of an apparent misalignment between curriculum and assessment.…”

“…In an effort to salvage the situation, Lesotho government introduced the curriculum and assessment policy (CAP) framework in 2009 in view of achieving educational goals for national development. According to Raselimo and Mahao, 3 : p.1 the 2009 CAP was initiated 'as a strategy to minimise the negative influence of examinations on the education system by integrating curriculum with assessment' in order to curb concerns pertaining to the alignment of school and public examination. The main aim of this education policy is to guarantee access, quality, equity and relevance, that is, facilitated through education (Ministry of Education and Training, hereafter MOET).…”

Sharing the Looking Glass: Examining Action Research with Early Literacy Teachers in Lesotho, Africa

“…But we must follow the grade-level syllabus" (Focus group interview, May 5, 2016). The Ministry of Education had adopted a new curriculum in 2009 as a means to help prepare citizens to compete in a global economy, to maintain the cultural values of the Basotho people, to provide learners with the necessary knowledge and skills, and to combat and overcome difficult economic and health issues relating to unemployment, climate change, food insecurity, the devastation of HIV/AIDS, and the growing number of households headed by children (Raselimo & Mahao, 2015). In order to ensure that fundamental literacy skills in Sesotho and English were covered, separate outcomes for each subject were created within each of the four units.…”