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close this bookLesotho: A Baseline Study of the Teacher Education System (CIE, 2000, 83 p.)
close this folderChapter Five: Supply and Demand for Teachers
View the document5.1 Projection of Enrolment in Primary and Secondary Schools
View the document5.2 Projections of Demand for New Teachers
View the document5.3 Training Capacity

5.3 Training Capacity

Lesotho has one institution for training primary and secondary school teachers, and one institution for training high school teachers. The enrolment, and hence the output, of primary school teachers from the National Teachers Training College (NTTC) is very low (see Table 5.7). According to the Education Sector Development Plan 1991/92 to 1995/96 (Ministry of Education, 1992), the output of the NTTC can be expanded only by increasing the intake, which, in turn, can be accomplished by the construction of additional facilities. If the number of classrooms and hostel places were to be increased, annual intake could be increased to 1,110. It is estimated that this would cost about M. 21,500,000.00 (US$4.30M).

If this expansion took place, output could rise to about 350 per year, based on trainees doing a three-year course. This is well below the planned target of 800 teachers per year and therefore, even if 400 trained teachers were produced every year, an additional 400 unqualified teachers would still have to be recruited annually. To provide in-service training for these unqualified teachers, there is a plan to introduce a modular in-service course based upon the old Lesotho In-service Education and Training programme. Under this plan, these teachers will undertake a one-month course, including a one-week face-to-face course, during their first six months in the service. This arrangement is to ensure that their teaching is not left entirely unsupported. After two years on the job, these teachers will be eligible to enrol for the rest of the distance programme. The programme is planned to last for 3 ½ years at the end of which the trainees will receive a primary teacher’s certificate (PTC).

Table 5.3: Number of Primary School Teachers by Status and Sex for 1991-1995

Year

Qualified

Unqualified

Total

% Unqualified


Male

Female

Total

Male

Female

Total

Male

Female

Total


1991

1053

4466

5519

272

894

1166

1325

5360

6685

17%

1992

1090

4483

5573

369

1109

1478

1459

5592

7051

21%

1993

1082

4606

5688

393

1211

1604

1475

5817

7292

22%

1994

1094

4608

5702

445

1281

1726

1539

5887

7428

23%

1995

118

4801

5919

535

1469

2004

1653

6270

7923

25%

(Source for all the following tables: Planning Unit, Ministry of Education, 1991, 1992, 1993, 1994, 1995)

Table 5.4: Demand for New Primary School Teachers

Year

Total Pupil Enrolment

Total Number of Teachers

Teacher/Pupil Ratio

Number of Qualified Teachers

Qualified Teacher/Pupil Ratio

Number of Teachers Needed for 1:40 Ratio

Number of Qualified Teachers Needed

Percentage Demand for Qualified Teachers

1991

361144

6685

1:54

5519

1:65

9029

3510

63.6%

1992

362657

7051

1:51

5573

1:65

9066

3493

62.7%

1993

354275

7292

1:49

5688

1:62

8857

3169

55.7%

1994

366569

7428

1:49

5702

1:64

9164

3462

60.7%

1995

378011

7923

1:48

5919

1:64

9450

3531

59.7%

Table 5.5: Number of Secondary School Teachers by Status and Sex for 1991-1995

Year

Qualified

Unqualified

Total

%Unqualified Teachers


Male

Female

Total

Male

Female

Total

Male

Female

Total


1991

966

1007

1973

206

228

434

1172

1235

2407

18%

1992

814

778

1592

418

433

851

1232

1211

2443

35%

1993

953

897

1850

318

358

676

1271

1255

2526

27%

1994

1012

1018

2030

253

314

567

1265

1332

2597

22%

1995

1036

1143

2179

262

268

530

1298

1411

2709

20%

Table 5.6: Demand for New Secondary School Teachers if Pupil/Teacher Ratio is Lowered

Year

Total Number of Students

Total Number of Teachers

Teacher/Student Ratio

Number of Qualified Teachers

Qualified Pupil/Teacher Ratio

Number of Teachers Needed for 25:1 P/T Ratio

Number of New Teachers Needed

Percentage of demand for Qualified Teachers

1991

46572

2407

1:19

1973

1:24

1863

-110

-

1992

51892

2443

1:21

1592

1:33

2076

484

30.4%

1993

55312

2526

1:22

1850

1:30

2212

362

19.57%

1994

61615

2597

1:24

2030

1:30

2465

435

21.43%

1995

66454

2709

1:25

2179

1:31

2658

479

21.98%

It is hoped that the teacher attrition rate and pupil repetition rates can be reduced (Ministry of Education, 1992), thus reducing the demand for teachers. The estimated attrition rate among teachers in Lesotho primary schools is about 8%. These teachers leave teaching for various reasons, including unmet requests for: substantial increases in salary; parity with the civil service in terms of salary, gratuities, and other benefits; the introduction of a career structure for teachers; as well as promptness in the processing of salaries by the teaching service department (TSD) (Ministry of Education, 1992).

The preparation of secondary school teachers by the Faculty of Education, the National University of Lesotho, is also limited by the absence of facilities. For the last five years, the average annual number of graduates stands at about 125 (see Table 5.8). With an attrition rate of over 10% per year, this number is grossly inadequate to meet demand (see Table 5.6).

Table 5.7: Enrolment And Graduation Of Primary School Teacher Trainees by Sex, 1991 - 1995

Year

Enrolment


Male

Female

Total

Number of Graduates

1991

115

452

567

165

1992

165

558

723

210

1993

119

632

751

189

1994

154

601

755

201

1995

197

562

759

-

1996

-

-

-

244

Table 5.8: Enrolment And Graduation Of Secondary School Teacher Trainers By Sex For 1991 - 1996

Year

Enrolment


Male

Female

Total

Number of Graduates

1991

-

-

380

-

1992

98

163

261

115

1993

103

247

350

114

1994

151

290

441

146

1995

179

278

457

155

1996

168

301

469

100

(Source: Ministry of Education Statistics, 1995)