Original Research Article

Problems Faced by Lesotho Piloting High School Teachers in Implementing the 2009 Curriculum and Assessment Policy

Kananelo Sylvester Moea

Lesotho College of Education

E-mail: moeasylvester@gmail.com

Received: 21 May 2022  I  Accepted: 26 June 2022  I  Published: 30 June 2022  I  Article ID: MRJER22013
Copyright © 2022 Author(s) retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution License 4.0.

Abstract

Lesotho, like all countries in quest for development in all phases, has need of an education system which prepares its citizens to play a part and flourish in an all- the- time more globalised world, simultaneously safeguarding its idiosyncratic morals, ethics and culture, and transferring these to the subsequent generation. This study examines the problems faced by teachers at piloting high schools in implementing the 2009 curriculum and assessment policy. Semi-structured interviews were used to collect data from the four teachers from the piloting schools in Lesotho; two from piloting high schools in Thaba- tseka district, in the central and rural region of Lesotho and two from piloting high schools in Maseru district, the urban and metropolis of Lesotho. The findings reveal that teachers faced the following challenges; syllabus misalignment, limited time, calibre of learners, inspectorate frustrations and language instruction barriers. Ministry of Education and Training (MoET) requires to go back to the drawing board and re-evaluate the curriculum from the planning process to implementation and make sure that it suits the context of Lesotho economically and otherwise. Teachers should be incorporated in various curriculum processes and be equipped with workshops to enhance their teaching practice.

Keywords: Curriculum and Assessment Policy, High schools, Implementing, Lesotho, Piloting, Problems