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Principals' perceptions of teenage pregnancy in selected high schools in the Qacha's Nek District, Lesotho
Get PDFThis study investigated school principals’ perceptions of teenage pregnancy in selected high
schools in the Qacha’s Nek district in Lesotho. A qualitative approach that used semi-structured
interviews was employed to gather data from 10 principals who were intentionally selected
from 10 high schools in the Qacha’s Nek district. The findings of the study revealed that
teenage pregnancy is a serious issue experienced in many schools in Lesotho. The study also
established that when teenage pregnancy occurs in schools, it interferes with teaching and
learning because teachers do not have knowledge and skills required to deal with pregnant
learners. Also, teenage pregnancy has a negative impact on the education of girls who fall
pregnant at school because they encounter challenges such as, missing school on a regular
basis, poor school performance, stigmatisation and discrimination which often result in girls
dropping out of school.
The study has also established that there is no national policy that guides schools on how to
deal with teenage pregnancy. As a result, schools appear to be dealing with the issue of learners’
pregnancies differently. The study, therefore, recommends that the Ministry of Education and
Training develops a national policy that guides schools on dealing with learners’ pregnancies.
It is also recommended that the implementation of Life Skills-Based Sexuality Education in
schools be improved by providing teachers with the knowledge and skills they need to manage
this programme effectively, and support students with sexual difficulties affecting them in their
everyday lives.National Manpower Development Secretaria
Learners and teachers perspective
Get PDFA solid grasp of the language employed as the medium of instruction in teaching and learning is
imperative for learners. It stands as a crucial element in fostering learners' comprehension of the
subject matter, occupying a central position. Prior studies have revealed that learners' limited
command or proficiency in this language constitutes one of the factors influencing their
performance in Geography. In this context, the present study delved into the impact of code
switching in the domain of Lesotho's Geography education, drawing insights from both learners'
and teachers' viewpoints.
The primary objective of this study was to bridge the existing knowledge gap in Geography
education by examining the repercussions of code switching in the context of Lesotho, where
research in this domain is noticeably scarce. The theoretical underpinning of this research draws
from Gibson's Theory of Perception, Hoffman's Theory of Code Switching, and the Cultural
Historical Activity Theory (CHAT). Employing a pragmatic constructivist approach, this study
employed a mixed-method research methodology through an explanatory sequential design.
The findings of this investigation indicate that code switching within Geography education
contributes to enhancing learners' comprehension of Geographical content by bolstering their
proficiency in utilising subject-specific terminology. Additionally, it exerts a positive influence on
their academic performance. However, a potential downside is observed as heavy reliance on code
switching might lead to a diminished grasp of specialised Geographical terminology, potentially
resulting in challenges while responding to examination questions. Consequently, while the
strategic use of code switching between English and Sesotho holds pedagogical significance in the
instructional process of Geography, an over-reliance should be avoided.
This study suggests that the Lesotho Education Language Policy (LELP) could benefit from
revision to elucidate the role of the mother tongue in the pedagogical context. Further,
consideration could be given to modifying the policy such that English is introduced as the medium
of instruction from grade 1, departing from the current practice of initiating this transition from
grade 4.
As a prospect for future research, an in-depth exploration into private schools could offer a more
comprehensive and refined understanding of the impact of code switching on Lesotho's Geography
educationNational Manpower Development Secretaria
The development of highly selective modified glassy carbon electrode on acted carbon-iron oxide/graphene foam for electrocatalytic oxidation of uric acid and dopamine
No full textThis research study explores the application of nanomaterial-modified glassy carbon electrodes
(GCE) for the voltammetric determination of dopamine and uric acid. The GCE was fabricated
with iron oxide, activated carbon, and graphene foam. Energy Dispersive X-ray Spectroscopy
(EDS), Fourier Transform Infrared spectroscopy (FT-IR), X-ray diffraction Spectroscopy (XRD),
and Scanning Electron Microscopy (SEM) were used to examine the microporous activated
carbon, iron oxide spherical structure (Fe3O4) particles that were attached to the graphene foam
sheets. A drop-dry method was used for electrode modification. AC-Fe3O4/GF/GCE was
electrochemically interrogated in the ferrocyanide redox probe using cyclic voltammetry. The
current intensity and the reversibility of the redox probe were enhanced in the presence of the
electrochemical sensor.
Differential pulse voltammetry technique (DPV) was employed for individual determination of
uric acid under the optimized experimental conditions; pH 6, scan rate 50 mV s
-1
, pulse width 0.05
s, pulse amplitude 0.05 V, and supporting electrolyte 0.1 M phosphate buffer solution. A detection
limit of 2.55 µM was obtained with an analytical linear range of 5 - 1630 µM. All selected foreign
species showed no significant interference with the electrochemical determination of uric acid.
Furthermore, dopamine analysis was carried out on AC-Fe3O4/GF/GCE using DPV. The
electrochemical sensing was also optimized at various analytical conditions and a detection limit
of 1.47 µM was obtained in the linear dynamic range of 2.5 to 450 µM. Glucose, glutamic acid, l lysine, and ascorbic acid are a few of the interfering species that exhibited almost no impact on
dopamine detection.
In addition, the simultaneous determination of uric acid and dopamine was conducted successfully.
They have been determined by differential pulse voltammetry, and the modified electrode
exhibited a linearity relationship over a wide range of uric acid concentrations from 2.5 to 450 μM,
with a detection limit of 1.75 μM, (s/n = 3). A linear trend for the current response for dopamine
concentrations ranging from 5 to 400 μM, with a detection limit of 2.7 μM, has also been obtained.
The results, therefore, demonstrated the sensor’s superior electrocatalytic activity and its high
selectivity for dopamine and uric acid even when some foreign species were present. The average
V
recoveries from the real sample analyses of the urine samples showed that the proposed sensor
could be put to use in the real sample analysis.
The developed electrode was generally found to be highly selective and sensitive toward uric acid
and dopamine. It has achieved better sensing performances with a very low detection limit, wider
linear ranges, and short analysis times as compared to most previously reported modified
electrodes for the same analytes. Furthermore, the developed electrode was validated successfully
for real sample analysis in biological fluids. The proposed methods have many attractive features,
such as low cost, simplistic electrode preparation procedure, easy renewability, long-term
usability, and rapid analysis. The developed electrode also displayed good repeatability and
selectivity towards interfering substances. It is a promising modified electrode for the
electrochemical detection of other electroactive important compounds in biological systems.National Manpower Development Secretaria
The factors contributing to human encroachment on agricultural land by settlement at Ha Makhoathi in the Maseru District, Lesotho
Get PDFLesotho, like most of developing countries is facing a challenge of settlement encroachment
on agricultural land. For the past years, Lesotho has been experiencing urban expansion. This
expansion is happening on land meant for agriculture. Industrialization and internal migration
have led to rapid growth of Maseru district. Due to scarcity of planned settlement land, people
tend to build their houses on agricultural land. The loopholes in Land Acts give the struggling
field owners advantage to subdivide their fields and sell the plots at lower cost. These field
owners usually subdivide their fields because of their low production, unemployment, lack of
money to buy agricultural input and climate change. Most field owners are illiterate therefore
they are unable to adopt the new methods of farming. The selling of fields does not only change
their livelihood but it also poses a threat on food security as Lesotho already has limited arable
land; it imports most agricultural products from South Africa. The aim of the study was to
investigate the factors that contribute to human encroachment on agricultural land by
settlement in Ha-Makhoathi, Maseru district. In this study Mixed Method Approached was
employed in which 40 previous field owners were selected as sample and 40 questionnaires
were distributed to field owners and other stakeholders. The results indicate that, most field
owners sell their fields because of poor production, lack of agricultural inputs, poor land policy
acts that frightens their field ownership and the rapid urban sprawl in their area. The study also
reveals that Land Acts have so may loopholes and stakeholders lack cooperation. As a results,
field owners sell their field for different purpose as the country lack planned settlement areasNational Manpower Development Secretaria
A case of Phokeng High School
Get PDFEducation is significant in the lives of human beings. Secondary education level is a
bridge to accessing tertiary education, and is a key determinant of national development
and individual liberation. Therefore, academic performance at secondary level is of great
interest to the nation. However, Phokeng High School (PHS) persistently produces poor
academic performance of learners. Therefore, the current study investigated the school-
based contributory factors to poor academic performance of learners at PHS, and
explored the mitigating strategies that the Senior Management Team (SMT) could employ
to alleviate this poor academic performance. The current research used a qualitative
approach, as it allows participants to express their experiences, and case study design
to explore the views of different categories of role-players within PHS. Five members of
the SMT, six teachers, three parents and four learners were purposively selected to
participate in the study. The information was gathered through semi-structured interviews
and analysed by thematic analysis technique. The study revealed contributory factors to
poor learners’ academic performance and the possible remedies to the problem. The
study revealed the following as the contributory factors to the poor academic performance
of PHS learners: breaching school policies, lack of learners’ commitment to their studies,
lack of teachers’ commitment, limited learners’ academic guidance, unfavourable working
conditions, ineffective school board, bullying and banning of the use ocell phones or anygadgets on the school premises. Adherence to the school goals and policies, increased
role-players’ collaboration and increased support to the teaching and learning were
revealed to be possible mitigation strategies. The study recommends that the SMT should
at all times engage all the relevant role-players, particularly teachers and parents, while
developing and implementing the school master plan. The study further recommends that
the SMT, as the instructional leaders, should provide support to teachers as important
role-players in the provision of quality education at PHS. This suggested support could
be in the form of classroom observations and the provision of timely and constructive
feedback, prioritising the teaching and learning materials and staff development
programmes that will not only empower teachers with the recommended teaching
approaches but further motivate themNational Manpower Development Secretaria
Tourism and economic development in Leribe District, Lesotho
Get PDFThis thesis explores the relationship between tourism and economic development in the Leribe
District of Lesotho. Lesotho, a landlocked country in southern Africa, has recognized the potentiaof tourism as a driver of economic growth and development. The Leribe District, known for its
breathtaking natural landscapes, cultural heritage, and historical sites, has emerged as a significant
tourism destination within the country.
The primary objective of this study is to examine the impact of tourism on the economic
development of the Leribe District. By employing a mixed-methods approach, incorporating both
qualitative and quantitative data, the research investigates various dimensions of tourism,
including visitor arrivals, tourism revenue, employment generation, and multiplier effects on local
businesses.
The study assesses the existing tourism infrastructure, including accommodation facilities,
transportation networks, and tourism services, to identify strengths, weaknesses, opportunities, and
challenges. Additionally, it explores the perceptions, experiences, and satisfaction levels of tourists
visiting the Leribe District, shedding light on their motivations, preferences, and the overall quality
of their experiences.
Furthermore, the research investigates the socio-economic implications of tourism in the Leribe
District, analyzing its contribution to income generation, poverty alleviation, and community
development. It examines the extent of local community participation in tourism activities and the
distribution of benefits among various stakeholders, including local businesses, residents, and
indigenous communities.
The findings of this study provide insights into the potential of tourism as a catalyst for economic
development in the Leribe District. They inform policymakers, tourism planners, and local
communities on the strategies and interventions needed to maximize the positive impacts of
tourism while mitigating any potential negative consequences.
Ultimately, this research aims to contribute to the sustainable and inclusive development of
tourism in the Leribe District of Lesotho, emphasizing the importance of preserving cultural
heritage, protecting the environment, and fostering community engagement for the long-term
benefits of tourism-driven economic growthNational Manpower Development Secretaria
The impact of Nkhaketse irrigation project on the agricultural livelihood of the community in Butha-Buthe, Lesotho
Get PDFThe aim of this study is to determine the impact of Nkhaketse Irrigation Project on
the livelihood of the communities around the project. Furthermore, the study
investigated how the challenges such as low crop yield affected farmer's livelihoods in
the area. Irrigation farming has been identified as the backbone of rural development in
the world in general and Lesotho in particular. Irrigated agriculture is seen as an
important mechanism for creating jobs, poverty reduction and most particularly, to
improve livelihoods and food security. In order to achieve the above objective, the study
used qualitative research method in gathering data from the main specific objective
formulated which was to identify the factors hindering the effectiveness of farmers
working on Nkhaketse Irrigation Project.
The result of the study shows that farmers are plagued with major challenges on the
irrigation project which has hindered livelihoods in Nkhaketse Irrigation Project. These
challenges include the following; lack of market, unskilled labour, lack of capital,
restricted fields, lack of transport and theft of crops. Other challenges raised are
financial support to the farmers on the project, low level of education among farmers,
lack of ownership of land by farmers and lack of proper sanitation (clean water,
sewerage and toilets) in the irrigation project. The study finally recommends that the
establishment of cooperative will enable farmers to have access to market and capital.
This will also enable them to have powers to influence the decision making process of
the project to solve the problems that are facing their project. Furthermore, it was
recommended that a well-fenced project on the project and a self-managed and
sustainable security system supported by the government (Ministry of Agriculture) and
other stakeholders would minimize theft of crops on the schemeNational Manpower Development Secretaria
A case of five high schools in Mohales'Hoek District
Get PDFThis multiple-case study investigates Grade 10 geography teachers’ perceptions on the use of
inquiry-based-learning (IBL) in five high schools in Lesotho. Underpinned by interpretative
research paradigm, the study followed a qualitative approach to gather data on the perceptions of
ten geography teachers at the sampled schools. In-depth semi-structured interviews were used as
the data gathering technique. The findings revealed that geography teachers have positive
perceptions on the use of IBL. However, they have limited understanding of the approach as it
applies to the teaching and learning of geography. The teachers indicated that one of the reasons
for their reluctance on the use of IBL is the fact that they need to complete the syllabus within
the specified time and have to prepare learners for the final examination which uses summative
assessment and not engaging learners in activities of IBL. Based on the findings, it can be
cocluded that Geography teachers in Lesotho are reluctant to use approaches of IBL in their
teaching and one of their reasons being lack of knowledge on the aproaches of IBL in Geography
teaching. Hence the study recommends in-service training of teachers on IBL and inclusion of
guidelines on IBL in the geography syllabus in order to guide teachers, and the trimming of
factual content in the said syllabus with the aim to accommodate the use of IBNational Manpower Development Secretaria
Investigating teachers experiences of teaching learners with visual impairment at secondary school level in Lesotho
Get PDFThis study investigates teachers’ experiences of teaching learners with visual impairment in three
secondary schools in the district of Maseru. It is a qualitative case study using interpretivist
paradigm. The study used Lev Vygotsky's social constructivist theory as a lens to direct the
investigation. There were twelve teachers who participated in this study; 6 teachers from secondary
school A which has long history in accommodating learners with visual impairment; three of them
were support teachers and the other three were regular teachers. There were also 3 participants
from secondary schools B and C respectively. All of participants were selected purposively. Semi-
structured interviews were used to collect the data, while thematic analysis was used to analyze
the data, and the themes derived from direct extracts were used to present the findings. The findings
reveal that teachers try to support learners with visual impairment in mainstream classrooms but
all three secondary schools have no school policy that states how these learners should be
supported. Although, teachers support them academically and provide concessions for them, the
findings also indicate that learners with visual impairment (VI) face challenges in inclusive
secondary schools. Among the challenges are, not having access to 100 percent of lessons due to
inappropriate teaching methods; inadequate resources especially that enable them to learn practical
subjects; inaccessible physical environment and negative attitudes from both teachers and sighted
peers. The study also found that their psychosocial needs are ignored part of which results from
inadequate teacher training for inclusive education. The study concludes that teachers in all the
three schools lack both pre- and continuous professional development; they are inadequately
trained to support learners with VI. It recommends that MoET should evaluate how Lestho
Inclusive Education Policy (LIEP) launched in 2019 is implemented to accommodate learners with
VI in Lesotho and should also provide appropriate teaching and learning materials to schools
which accommodate learners with VI. Additionally, regular teachers should work hand in hand
with special education teachers, and both pre-service and in-service training should be provided
for all teachers. Lastly, MoET should employ special education teachers in all schools supporting
learners with VI if inclusion of learners with VI in the secondary schools is to improve.National Manpower Development Secretaria