Literaturnachweis - Detailanzeige
| Autor/in | Thelejani, T. Sohl |
|---|---|
| Institution | World Bank, Washington, DC. |
| Titel | Implementing Educational Policies in Lesotho. World Bank Discussion Papers No. 87. Africa Technical Department Series. |
| Quelle | (1990), (34 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISSN | 0259-210X |
| ISBN | 0-8213-1584-6 |
| Schlagwörter | African Studies; Colonialism; Developing Nations; Educational Development; Educational History; Educational Policy; Educational Research; Elementary Secondary Education; Foreign Countries; Higher Education; International Programs; Primary Education; Lesotho |
| Abstract | At the time of independence in 1966, education in Lesotho was inadequate in scope, in quantity, and--from the African perspective, in quality as well. Only the few who received education outside Lesotho were treated as "first class Basotho." After independence, the role of education was seen to be the production of two kinds of indigenous manpower--administrators to run the civil service and scientists and technicians. With the help of outside experts, educational policies were developed and codified in a series of three Five-Year Development Plans. This paper reviews the progress of educational development according to the development plans and evaluates their implementation. Some programs have been successfully implemented, including those for book supply, classroom building, non-formal education, the establishment of educational associations, and the replacement of small church-run teacher training colleges by a national college. The country experienced a steady increase in the number of students and schools. However, the "push out" rate is so high that only 14 percent of primary school entrants continue on to secondary school. Other problems include nonattainment of the goal of universal primary education, an apparent decline in educational quality, teacher shortages, insufficient training in the English language, lack of employment opportunities even for graduates, and practical studies that are not relevant to rural economic activities. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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