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Exploring the potential of Lesotho education policies to promote a sense of communitarian belonging
No full textThesis (Ph.D. (Policy Studies))--University of the Free State, 2022Lesotho education system continues to impart foreign values through an inherited education that is purely academic and examination type that favours cognitive domain while marginalising inter alia psychomotor skills. Furthermore, a strong anthropocentric focus and the subsequent preference for individualism, feeds into a disconnection between students and the community spaces in which they find themselves. In order to tone down these educational problems, the Lesotho education system was undergoing a review of primary and secondary education through the promulgation of policies to give all Basotho access to relevant and quality education fully responsive to the country's needs. The study aims to explore the potential of Lesotho education policies for the development of a sense of communitarian belonging. This implies that the study works towards determining the extent to which policies are attuned to the immediate place in which students find themselves in which a localised web of life that incorporates humans and non-humans in a place is promoted. A sense of communitarian belonging depicts an African communal way of living, where there are embedded relationships established from a social and a physical connection of humans to the biophysical world. In addition, a sense of communitarian belonging is grounded on the geographic, cultural and relational experiences that are inherent in a place. African communitarian belonging exhibits morals informed by ubuntu and ukama. This conceptual study seeks to answer the following research question: What is the potential of Lesotho education policies to promote a sense of communitarian belonging? Pursuant to this question, African communitarianism is examined and unpacked to conceptualise education in the Lesotho policy context, as founded on a sense of communitarian belonging. A qualitative approach and research methods such as a literature review, document analysis and policy analysis would enable exploration of the potential of Lesotho education policies to promote a sense of communitarian belonging. For this study, no participants were involved but content analysis of the selected policies was undertaken to address the central question of the study through the adoption of themes derived from the conceptual framework. The findings from document analysis revealed that Lesotho Constitution 1993 lays the foundation of laws and policies in the country hence it expects policies developed in education to introduce education that is responsive to the needs of the Basotho nation which is framing education from the community spaces in which students live. It was revealed that the Constitution aspires to promote moral development, but is silent on education framed from the community spaces in which students live and has excluded the skills and dispositions that would enable students to contribute meaningfully in their communities. The findings revealed that Lesotho Vision 2020 alludes to a sense of communitarian belonging as it aspires for teaching of environmental education in all levels, thus it considers the need for students to interact and learn from their immediate place, promotes cultural heritage and aspires for norms and values that define the Basotho nation and provide skills and dispositions that would enable students to unleash their potential. The findings from policy analysis found out that Lesotho Education Act 2010 was meant to enact matters pertaining to education, it was enacted to legalise free primary education. In this context the Act 2010 is silent on the education framed from the community places in which students live. The analysis of that Curriculum and Assessment Policy 2009 revealed that the policy has adopted curriculum aspects that refer to the teaching and learning that considers the community spaces in which students live. In this aspect CAP 2009 intends to root teaching and learning content from the environment thus, the student's lived experiences are acknowledged, the awareness of the self and others and the personal, social and spiritual learning envisions to inculcate moral values that are pertinent in students personal and social growth. The findings further revealed that CAP 2009 anticipates to provide students with skills and dispositions that would enable them to fit in the world of work, it envisions to provide students with skills that places primacy in the survival of the students
Determining the trajectory of graminoid invasions in Southern Africa's mountains: The case of Nassella
No full textThesis (Ph.D.(Botany))--University of the Free State, 2022Nassella neesiana (Trin. & Rupr.) Barkworth, N. tenuissima (Trin.) Barkworth and N. trichotoma (Nees) Hack. & Arechav are three alien grass species that have become naturalised in South African montane grassland – mostly known historically from remote mountainous areas in the Eastern Cape. Currently, only N. trichotoma and N. tenuissima are recognised as serious invasive species in category 1b of the National Environmental Management: Biodiversity Act (NEM:BA, 10/2004): Alien and Invasive Species (AIS) Regulations of 1 October 2014. However, N. neesiana, which is currently not listed in NEM:BA, is a prolific invader in Australia and New Zealand, where it is causing serious damage to both natural and planted areas, and costing thousands of Australian dollars in control measures and lost land potential. In South Africa, some research and central government-facilitated management measures were undertaken from the late 1970s to the year 2000. Since then, very little data have been generated about the status of any of these species in South Africa. Literature pointed out, inter alia, the difficulty of identifying the species in the field, especially when plants were not fertile; this may be a reason for sparse distribution records including limited records from citizen science projects that record invasive species occurrences. Chapters 1 and 2 provide a synthesis of global knowledge on Nassella available at the start of this project.
The principal aims of the research were to (i) establish the current invasive status of the three Nassella species in South Africa, (ii) determine the impacts of N. trichotoma and N. neesiana on native flora, and (iii) to predict how their invasive status might change in the future under projected climate change scenarios. A combination of fieldwork, laboratory analysis, and modelling were used to answer these questions.
The impact of N. trichotoma and N. neesiana on co-occurring plant species and chemical properties of the soil was investigated using field surveys and modelling techniques (Chapter 3 and 4). The research focused on vascular plant biodiversity differences between dense patches of Nassella and matched nearby uninvaded areas – space-for-time substitution. Nassella trichotoma was found to reduce the diversity of native species in montane rangelands while increasing the concentrations of minerals in topsoil. Nassella neesiana, on the other hand, has little impact on native plants in a disturbed urban setting. However, the presence of both Nassella species is associated with increased concentrations of minerals in topsoils and an increase in ruderal vascular plant species. This study is the first known research on N. neesiana in South Africa. The possibility of using DNA markers to distinguish the three Nassella species and separate them from co-occurring morphologically similar species was investigated (Chapter 5). Two candidate gene loci, petL–psaJ (petL) and ETS, were evaluated to determine their ability to discriminate the three Nassella species from each other and from three co-occurring native grass species (Aristida diffusa Trin., Festuca caprina Nees and Koeleria capensis (Steud.) Nees), and the exotic species Jarava plumosa (Spreng.) S.W.L. Jacobs & J. Everett in South Africa. The three native grass species have been confused with Nassella species before. Jarava plumosa and the three Nassella species used to be in the same genus, Stipa, before the recent taxonomic revisions. The other minor objective was to find out if this method can be used as a viable option for field practitioners. The results indicate that the petL locus has no power to discriminate the three species, but can discriminate the different genera; in contrast, ETS has sufficient power to discriminate all the tested species, and can be outsourced at a reasonable cost, making it a viable identification method even for people without technical knowledge.
The current and future (2081 to 2100 period) potential distribution of the three Nassella species was investigated (Chapter 6). The bioclimatic variables were downloaded from the WorldClim database (http://www.worldclim.org), at a spatial resolution of 2.5 arc minutes. The distribution of all three species is mainly driven by temperature-based bioclimatic variables, especially Isothermality. The research found that – under current climatic conditions – all three species can potentially occupy more area than they currently do. Compared to currently suitable envelopes, future projected envelopes will be much smaller for the three species. The Maloti-Drakensberg mountains (including Lesotho) will remain at high risk of invasion across all future climate-change scenarios, and it should be a priority for keeping N. trichotoma out of the Maloti-Drakensberg, along with managing N. tenuissima and N. neesiana invasions in the Maloti-Drakensberg.
The overall finding of this research is that the three Nassella species remain very high-risk species for continued invasion of montane grasslands in South Africa, particularly in the most important regional water tower: the Maloti-Drakensberg. Nassella neesiana should be formally placed on an invasive “watch-list”, for potential addition to the AIS Regulations (Category 1b), as it appears to have a much wider distribution and be much more widespread in the landscape than records show. Considering their impact on vascular plant diversity, rangeland quality and difficulty of management, they should be cause for major concern by landowners and government. This research provides a platform for resurrecting a research and management focus on Nassella in South Africa (and Lesotho), with the aims of securing montane rangeland-based livelihoods, ensure conservation of endemic mountain biodiversity, and safeguard mountain catchment potential under climate change
Exploring psychosocial factors that influence the academic performance of students in a rural college
No full textDissertation (M.Ed.(Psychology of Education Studies))--University of the Free State, 2022The focus of the study is exploring the psychosocial factors that influence the academic performance of students in a rural college. Students’ academic performance is the responsibility of all educational stakeholders. ‘Psychosocial’ refers to a combination of psychological factors and the influence of the surrounding social environment on the physical and mental wellness of individuals. Psychosocial factors have been known to influence the academic performance of students. Erik Erikson’s psychosocial theory informed the study, and the mixed method approach was adopted to address the main and sub-research questions of the study. The study used an explanatory sequential design. Questionnaires and semi-structured interviews were employed to collect data for the study. The study used convenience and purposive sampling to select the participants in two phases of the study. The population of the study consisted of 115 participants. The first phase selected a sample of one hundred and fifteen (115) participants (N=115; gender: 19 males and 96 females) for the quantitative component, and the second phase selected six (6) participants for the qualitative component (N=6; 3 males and 3 females). All participants were students registered for the 2020/21 academic year at a rural TVET college in the KZN province, South Africa. This study used descriptive statistics to determine the frequency and percentages to analyse quantitative data, and thematic analysis for qualitative data. The findings were coded, presented and organised into themes, and subsequently discussed. The results revealed that the support services as well as psychological and social factors influenced the academic performance of the students in a rural college. Most participants viewed negative psychosocial factors as influencing their academic performance negatively. Furthermore, it was evident that the rural colleges lacked resources and intervention programmes to improve the academic performance of the students. The results indicated that students could not fully benefit from available support system and resources. They also provided suggestions regarding interventions the institution can employ to improve the academic performance of students who are negatively influenced by psychosocial factors. Based on the findings, the study recommended improving academic performance of students negatively influenced by psychosocial factors in a rural college
Trans-mediating nationhood in the imaginings of the new pan-Kalenjin co-presences
No full textThe thesis is a literary and cultural examination of the trans-mediation of the Kalenjin pan-ethnic nation constituted at the end of Daniel Moi’s tenure in 2002 as the president of Kenya. The study is concerned with the trajectories of imagining the Kalenjin pan-ethnic ethos, since the group’s formation in the 1940s, documented in selected media and cultural texts. I depart from the historical and political approaches which associate the Kalenjin mediation with historical and political events that direct the members of the group towards the federal outfit against the individual ethnic identities. I propose that events are less constitutive by their instructive attribute than by the power to perform and complement each other in producing meaning. Hence, I contend that the making of the Kalenjin pan-ethnic nationhood should be understood through a literary and cultural lens to account for the dramatic interaction of the group’s historical and contemporary events. I suggest that the Kalenjin historical and contemporary cultural dramas are represented adequately in four journalese stories, one inquiry report story, four popular songs, two Facebook group discussions, two sermons, two documentaries, and two comedies, which incorporate notions of Kalenjin nationhood the end of the Moi presidency. I consider the rise and end of Daniel Moi’s presidency as the narrative range within which the Kalenjin mediation story should be examined. This relates to how Daniel Moi established himself as a central figure in the group in the post-independence ethnic politics which coincided with popularising the pan-ethnic identity among the Kalenjin constituent groups. Thus, I submit that the discontinuation of Moi’s power represents the disorientation of the group’s pan-ethnic life and, hence, the narrative premise by which the signification of the new Kalenjin nationalism is ingrained. I approach the study from a social drama perspective which offers that seemingly unrelated events bearing on a collective can be ordered into a narrative of a dramatic process. I observe that social drama is appropriate given that it embraces the interface between historical and cultural accounts as a viewpoint about the constitution of collective realities. I also draw on theories on nationhood that highlight the relationship between social situations and groups concepts of selfhood and otherness to assess how social drama represents varying temporal concepts of nationhood. Hence, I compare the documentations of the major historical events in the Kalenjin community since its formation in the 1940s with cultural expressions produced between 2002 and 2019 to determine how they engage with the end of the Moi presidency to re-imagine the Kalenjin nationhood. I affirm that the Kalenjin trans-mediation story relates significantly with the four stages of social drama which are breach, crisis, redress and reintegration. The stages represent the concepts of nationhood produced in the various trans-mediation junctures. The most significant comprise the function of suspense and surprise in the stretch that culminates into breach, victimhood in crisis, honour in redress and ethics of entanglement in reintegration.University of the Free State : Post graduate gran
Enhancing an enabling learning environment for learners with visual impairment in a rural Lesotho school
No full textThesis (Ph.D.(Psychology of Education))--University of the Free State, 2022Ideally, an enabling learning environment (hereafter, ELE) is more important if it reflects improvement in the learners‘ learning and their general wellbeing. School should be enabling environment that nurture the holistic development of learners. However, in rural communities in Lesotho, learners with visual impairments remain a bone of contention because the effects of poverty, poor infrastructure, lack of trained teachers and inconsistency in the implementation of inclusive policies and practices have increased. The majority of literature on visual impairment highlights its severe impact on learners‘ education as a global concern. Literature reports numerous challenges faced by Learners with Visual Impairment (LVIs), especially those in Lesotho rural schools. The right to education for all, including learners with visual impairments accentuates agency to enhance an enabling learning environment for learners with visual impairments in Lesotho. In particular, teachers are placed at the forefront and have significant roles to play to ensure that schools are enabling space for all the learners. In response to lack of research in this area, this doctoral study sets out to explore pathways that can enhance an enabling learning environment for learners with visual impairments in the rural school in Lesotho. This qualitative study was situated within the interpretive paradigm, guided by a participatory case study research design that facilitated generation of data with the participants. To respond to the key research questions of this study, the researcher employed two methods for generation of data, namely the online focus group discussions (OFGDs) and photovoice - a participatory visual art-based method (PVA). Data were generated with ten participants, involving both male and female teachers, and who were purposively and conveniently chosen, first because of their knowledge on the phenomenon under study, and secondly, based on their experience of more than three years of teaching within the Lesotho rural mainstream school that admits LVIs. Thematic analysis was used to analyse data. The findings in the current study revealed rural secondary school teachers‘ diverse understanding of an enabling learning environment (ELE) for LVIs. These are linked the value of the environment, learners' equal access to education, enabling learners‘ diverse needs, and capacities. The findings also show that the enhancement of ELE for LVIs in rural schools is constructed through a school-based collaborative support and point to the importance of a school collective agency to enhance LVIs‘ learning environment. Furthermore, the findings revealed factors that enable and constrain the enhancement of ELE in rural school in Lesotho. Three themes that emerge as enablers indicate the importance of involving LVIs as agents with capability to influence their learning, enhanced interpersonal relationships, and resourceful materials to enhance ELE for LVIs in rural schools of Lesotho. However, ELE constraints include factors such existing poverty in rural schools, poor school infrastructure, to insufficient teaching and learning resources, ineffective inclusive education policy and ill perspectives on visual impairments in school and rural communities. The study concludes by suggesting that enhancing ELE for LVIs need a more nuanced understanding withing the rural context. Such understanding can facilitate more collaboration among rural schools about how to enhance ELE for LVIs. The researcher recommends for a meaningful collaboration of all the stakeholder, parents, teachers, learners, and government, public and private organisations. In addition, there is a growing need to consider the enhancement of ELE not from the perspective of the individual agent but emphasising collective agency to enhance schools in relation to learners‘ holistic development and growth. Notwithstanding its tensions, the researcher concludes that participatory arts-based methods can be a powerful to enable rural participants to identify their own agency, as well as reflecting on broader opportunities for a collective agency to enhance ELE, and therefore making inclusive education a reality for LVIs in Lesotho and beyond
The question of reparations to post-colonial states
No full textThe discussion of reparations for post-colonial states is on the rise. Member States that experienced colonial rule are asking for some form of compensation for the violence and suffering of colonial conquest and rule, which they describe as the biggest injustice of the world.
Reparations has emerged as a major issue in the United Nations, where more than two-thirds of the 193 Member States are former colonial territories. Some former colonial Member States demand reparations to rectify the consequences of past conquest and prejudice against individuals, groups or entire countries today. Colonialism, which dominated the modern era, resulted in brutal injustices against colonized peoples. Today these actions are described by many victims as Crimes against Humanity. Although colonialism ended in most of the world almost 50 years ago, its impact is still felt today in racist attitudes against descendants of colonized peoples and the poverty and underdevelopment endemic in many postcolonial states.Publisher's versio
Digital transformation of the administrative systems at a major South African university
No full textDissertation (MBA (Business Administration))--University of the Free State, 2022Market and environmental changes have forced educational institutions to revisit their strategy for its administrative and learning systems. COVID-19 is just one example of how higher education institutions were forced to adapt to meet changing digital demands. Many institutions that considered themselves contact-only had to transform to administer digital and remote learning services (Yanckello 2019:1). Yanckello (2021:2) suggests that this somewhat forced digital transformation journey necessitated higher education organisations to re-evaluate their digital strategy; a strategy intended to take them from digital enablement through digital optimisation to digital transformation (Yanckello 2019:1). Even before the pandemic in 2019, many universities embarked on a mission to develop digital strategies. These strategies comes as a response to a shift towards using new technologies in higher education administration, and teaching and learning activities (Babington and McCusker 2018:3). Gartner also confirmed this in a recent study amongst technology decision-makers in the higher education domain (Yanckello 2019:3). Their research showed that 61% of respondents agree with the need for technological transformation to enable the organisation to meet its objectives and stay relevant in the higher education sector (Yanckello 2019:3). Digitalisation strategies in the context mentioned above are important when wanting to accommodate shifting demographics and changing expectations from staff and students (Yanckello 2021a:1). More importantly, however, is the task of sustained digital transformation to ensure that challenges faced today are effectively addressed and catered for in future capabilities (Yanckello 2021b:2). One such challenge universities face today comes from within and is the lack of vision, capabilities, and commitment to implement digital transformation strategies (Babington and McCusker 2018:3). These factors and the lack of progress in the digital transformation domain led Babington and McCusker (2018:3) to believe that the problem stretches beyond technology only. Babington and McCusker (2018:3) suggest that digital transformation can only be sustainable once sufficient support networks are put in place to address lacking digital literacy amongst students, staff, and academics. They further note (Babington and McCusker 2018:3) that far too many universities are still too obsessed with developing and implementing digital strategies instead of having a business strategy fit for a digital age. In this context, Yanckello (2021b:2) suggests that institutions should use the transformational power of digital as an opportunity. According to Yanckello (2021b:2), the transformative power of digital can be used as a lever to change business models and simultaneously address capabilities. Saunders (2019:2) note that although business models, capabilities, and strategy are the primary consideration for digital transformation, technology still plays a critical role. Technology and especially administrative system such as ERP (Enterprise Resource Planning), and SIS (student information systems), are essential enablers in delivering and supporting digital transformation of administrative systems (Saunders 2019:2)
Perception and adaptation strategies of smallholder farmers to drought risk: a scientometric analysis
No full textDroughts are a worldwide issue that affects ecosystems’ economies and cultures; therefore, its perception and adaptation strategies among smallholder farmers are crucial for the mitigation of drought risk, and for sustainable food production. We used the bibliometric method to analyze 121 publications from the Scopus database to better understand the existing situation and trends in the field of drought risk. During the years under consideration, the field saw a significant increase in publication output, with an annual growth rate of roughly 68.14 percent. On a national level, the United States scored first with the most publications and the most academic influence, with the majority of top papers citations coming from USA-connected universities and research centers. The top five most frequently used keywords and keyword-plus were, drought, adaptation, agriculture, smallholder farmers, and climate change. Some of the adaptation strategies adopted by smallholder farmers, which could be used by many nations to deal with drought events, include: rainwater harvesting, diversification of income sources, planting of short-season cash crops to enhance cash flow, use of drought-tolerance herds, etc. This research offers a plan to navigate the intellectual dilemma in drought risk research and offers guidance for researchers in all continents, particularly the Africans and the Europeans, in further studies in this area, as the agricultural sector contributes significantly to the economy of many nations.Publisher's versio
Effectiveness of staff performance appraisals at the Lesotho Highlands Development Authority (LHDA)
No full textDissertation (MBA. (Business Administration ))--University of the Free State, 2022The Lesotho Highlands Development Authority (LHDA) operates from five distinct geographical locations. Five distinct divisions, each with its own set of branches. There are about 388 officials. Employees from the same or different geographical areas perform the same type of work but with varying sizes. Employees complain about an unclear evaluation policy (Performance Management and Development System) and unfair implementation, leading to disengaged employees with low morale, affecting the LHDA’s overall performance. The policy is said to be implemented differently in different sections; thus, it is not consistent with regard to all staff. This study aimed to assess the effectiveness of staff performance appraisals at the LHDA by identifying and determining the factors contributing to employee performance and evaluating the impact of performance appraisal on employee performance. A semi-structured interview was used, breaking down responses from different staff from different sections with varying experiences with policy implementation. It is necessary to have an evaluation policy in place to ensure that performance is monitored for the benefit of both the employee and the employer. However, it was discovered that staff believe the policy is unclear and applied differently and unfairly to staff from different sections, negatively impacting morale and performance. The following was also discovered: the LHDA had reported poor performers, but this was not addressed as per policy, staff had been victimised during policy implementation, and they simply filled out the form without evaluating it in order to comply because they did not want to have conflicts with the supervisors. Lastly, the reward contradicts the purpose as it is so little that it is incorrect or not aligned with the performance. Based on the study’s conclusions and findings, the recommendations are that it is critical to align individual and organisational goals with a clear policy for all, that implementation is effective through engagement by introducing moderation to all staff's performance, or to initiate the 360-degree-method of performance evaluation. Finally, LHDA should explore other ways to reward performance in real terms
Pathogen variation and genetic control of Puccinia triticina in Zimbabwe
No full textThesis (Ph.D. (Plant Pathology))--University of the Free State, 2022Genetic resistance is the most cost-effective approach to manage wheat leaf rust caused by Puccinia triticina Eriks. (Pt). However, the continuous emergence of more virulent races can deplete monogenic sources of resistance. The aim of this study was to determine the distribution, race and genetic diversity of Pt isolates in Zimbabwe and to characterise the sources of resistance in selected wheat accessions. In total, 104 single pustule isolates of Pt were established from infected wheat samples that were collected from the main wheat production regions of Zimbabwe during surveys from 2019 to 2021. Results from phenotyping a set of 46 differential and additional wheat lines revealed Pt race MCDS as dominant in Zimbabwe. Genotyping of 48 Pt isolates with 19 microsatellite markers, followed by DARwin and STRUCTURE analyses, confirmed a high genetic similarity between the Zimbabwean isolates and representative isolates of the South African Pt races MCDS, MCPS and MFPS. However, five isolates (19_1_2019, 24_3_2019, 5_1_2020, 20_1_2020, 23_2_2020) with genetic similarity to South African races SDDN and SCDS were detected. The detection of the five genetically distinct Pt isolates among the Zimbabwean isolates indicates genetic variation that could have arisen from foreign introductions.
The infection type (IT) data from screening the 39 differential lines and 72 Zimbabwean wheat accessions with nine Pt races were not informative in postulating the presence of any all-stage resistance genes (ASR). Forty-nine Zimbabwean varieties showed low (resistant) seedling ITs to all nine Pt races tested in the greenhouse and at least 53 varieties were strongly resistant with immune responses to races CFPS+Lr20 and MFPS in the field. From these, 25 wheat lines with ASR to all Pt race isolates were crossed with an MCDS susceptible variety. Twenty-three varieties displayed an F2 segregation ratio of 3:1, indicating the inheritance of a single dominant leaf rust (Lr) resistance gene. Molecular markers detected Lr19 in 20 of these varieties. Five adult plant resistance genes (APR) namely Lr27, Lr34, Lr37, Lr46 and Lr68 were detected in the Zimbabwean germplasm, with Lr46 being the most common and Lr34 the least common.
A multi-environmental trial (MET) conducted over two seasons in Zimbabwe identified wheat varieties SC001, SC002, SC004, SC027 and SC W9101 as widely adapted with stable yields, acceptable leaf rust resistance while meeting the quality traits required in the wheat value chain. Overall, the outcomes of this study make a valuable contribution to shaping longer term strategies to control wheat leaf rust in Zimbabwe