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close this bookLesotho: A Baseline Study of the Teacher Education System (CIE, 2000, 83 p.)
View the document(introduction...)
View the documentMulti-Site Teacher Education Research Project (MUSTER)
View the documentAcronyms and Abbreviations
View the documentAbstract
Open this folder and view contentsChapter One: Introduction
Open this folder and view contentsChapter Two: Overview of the Main Characteristics of the Lesotho Education System
Open this folder and view contentsChapter Three: Overview of the Main Characteristics of the Teacher Education System in Lesotho
Open this folder and view contentsChapter Four: Preliminary Analysis of the Teacher Education Curriculum
Open this folder and view contentsChapter Five: Supply and Demand for Teachers
Open this folder and view contentsChapter Six: The Quality and Effectiveness of Teacher Education
Open this folder and view contentsChapter Seven: Teacher Roles, Attitudes and Identities
Open this folder and view contentsChapter Eight: Gender
Open this folder and view contentsChapter Nine: Resources for Teacher Education
Open this folder and view contentsChapter Ten: Some Current Issues in Teacher Education in Lesotho
View the documentAppendix 1: Lesotho’s Education System
View the documentAppendix 2: Lesotho Education Pyramid 1996
View the documentReferences

Abstract

This paper begins by giving some background information about Lesotho and its education system, including patterns of enrolment, repetition, and dropout rates. It then goes on to look in detail at the teacher education system, analyse the teacher education curriculum, and examine issues around the supply and demand of teachers. There follows a discussion about the quality and effectiveness of teacher education and a consideration of teachers’ roles, attitudes and identities, gender issues, resource issues, and finally a summary of the most important issues in teacher education at the present time. These are regarded as: the position and capacity of the National Teacher Training College, the suitability of the curriculum, questions of equality, particularly in relation to gender, religious affiliation, and Lesotho’s relations with South Africa.