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

Abstract

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.