Basic Education in Lesotho
THE BASIC EDUCATION OF LESOTHO
Education in Lesotho is divided into four main sub-sectors, namely Basic education, Secondary Education, Technical vocational Education and Training and High Education.
The practice and policies guiding the Basic education sub-sector, the sub-sector’s philosophy, how relevant to the clientele are the programmes, or the subjects offered and whether Adult Education can influence the policy and practice of Basic Education shall be displayed or examined in the essay.
Basic Education according to the International Standard Classification of Education (ISCED), comprises of primary education and lower secondary education, whilst in Lesotho is regarded as continuous from the first seven years of primary school education level to the three years of secondary school education level. Lesotho like all the developing countries also includes pre-primary education and or adult literacy programmes – (Education Sector Strategic Plan 2005-2015: 40).
Philosophy can be defined from different perspectives depending on the given situation. Philosophy has a conventional definition, which is the study of wisdom, nature and its existence. According to Ntimo-Makara (1996), Philosophy ‘is also an academic discipline, it has its own concepts, theories and pool of knowledge and it is also applicable to the study of other disciplines like education law, religion and politics among others’. As a result, it is appropriate to have philosophy of Basic education of Lesotho.
Basically philosophy forms the model or the basis of the Basic Education policy and practice in Lesotho. The latter shall be examined starting
From the perspective of the traditional Sesotho education, missionary schools, colonial influences and education of Lesotho since, independence eras.
In the past, Basotho learned by living and doing. Thus, youths were taught skills, given knowledge, which they were to apply during their life span in an informal forms or ways. For instance boys and
Education in Lesotho is divided into four main sub-sectors, namely Basic education, Secondary Education, Technical vocational Education and Training and High Education.
The practice and policies guiding the Basic education sub-sector, the sub-sector’s philosophy, how relevant to the clientele are the programmes, or the subjects offered and whether Adult Education can influence the policy and practice of Basic Education shall be displayed or examined in the essay.
Basic Education according to the International Standard Classification of Education (ISCED), comprises of primary education and lower secondary education, whilst in Lesotho is regarded as continuous from the first seven years of primary school education level to the three years of secondary school education level. Lesotho like all the developing countries also includes pre-primary education and or adult literacy programmes – (Education Sector Strategic Plan 2005-2015: 40).
Philosophy can be defined from different perspectives depending on the given situation. Philosophy has a conventional definition, which is the study of wisdom, nature and its existence. According to Ntimo-Makara (1996), Philosophy ‘is also an academic discipline, it has its own concepts, theories and pool of knowledge and it is also applicable to the study of other disciplines like education law, religion and politics among others’. As a result, it is appropriate to have philosophy of Basic education of Lesotho.
Basically philosophy forms the model or the basis of the Basic Education policy and practice in Lesotho. The latter shall be examined starting
From the perspective of the traditional Sesotho education, missionary schools, colonial influences and education of Lesotho since, independence eras.
In the past, Basotho learned by living and doing. Thus, youths were taught skills, given knowledge, which they were to apply during their life span in an informal forms or ways. For instance boys and