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Relevant bibliographies by topics / Distance Education – Lesotho

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Academic literature on the topic 'Distance Education – Lesotho'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Distance Education – Lesotho"

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Rantlo, Ashby Montoeli, Molulela Tsoako, and Brian Muroyiwa. "Institutional Factors Influencing Diary Farmers Participation in Formal and Informal Milk Markets in Maseru Urban, Lesotho, South Africa." Journal of Agricultural Extension 24, no. 2 (2020): 48–59. http://dx.doi.org/10.4314/jae.v24i2.6.

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The study assessed institutional factors influencing participation in milk markets in Maseru urban. Thirty (30) diary farmers were selected using structured questionnaires. Data were analysed using percentage and logit regression model. Results showed that dairy farmers (60%) used formal market channels more than informal market channels (40%). Market information (0.083), membership in organization and collective action (0.088), government support (0.036) and contractual agreements (0.034) influence participation in formal markets while social capital (0.036), path dependency (0.043), delayed payments (0.084) and distance to milk collection centres (0.054) influence participation in the informal markets. Advance payments should be introduced; institutional support system developed as well as the decentralisation of the milk collection centers or points. Keywords: Market participation, institutional factors, milk markets, dairy farmers

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Dissertations / Theses on the topic "Distance Education – Lesotho"

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Phenduka, Ntaeboso. "Internal quality assurance of a distance teacher education programme : the case of Lesotho." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40394.

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This paper looks at the qualitative study of distance learning at Lesotho College of Education. In 2002 the college was tasked by the Government of Lesotho with the provision of distance education to unqualified and under-qualified teachers. It is the experiences, feelings and observations of the professional learners as they progress through the distance teacher education programme. It looks at the internal quality assurance process within the college. Student support is enhanced by short contact sessions on a weekend at centre level where tutors provide assistance once a month. All professional learners meet at the college at the end of each semester for a week long contact session followed by the examinations. Semi-structured interviews were used to elicit experiences, feelings and observations about the programme. The results indicate that whilst there are challenges, there are lots of positives within the programme.<br>Dissertation (MEd)--University of Pretoria, 2013.<br>gm2014<br>Science, Mathematics and Technology Education<br>unrestricted

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Chaka, Claurinah Malemohang. "A study of the distance teacher education programme (DTEP) offered by the Lesotho College of Education in Maseru Lesotho." Thesis, 2012. http://hdl.handle.net/10539/11422.

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The study set out to assess the quality of the DTEP offered by the LCE by examining its strengths and limitations regarding student teachers‟ home and academic background, mode of delivery, entry requirements, course materials, content and pedagogic approach. This was done through analysis of some course documents and materials, interviewing course designers, tutors as well as final year student teachers. DTEP appears to be doing well in some areas and not so well in others. To start with, the programme came as the main answer to qualifying the teachers that were employed as un/under qualified at the pressing demands of UPE and FPE in the early 2000s. DTEP goes beyond teaching primary school content and methodology, onto teaching content aimed at opening doors for further study and thus other careers for its clientele. But there‟s still dire need to convince student teachers that this is good practice and for their benefit and not an unnecessary burden, as they perceive it to be. DTEP also appears to be succeeding in not just changing the negative attitudes and/or perceptions that most of its clientele tend to have at entry point, but also in them actually changing from wrong practices as well. However, the programme is characterized with some serious administrative challenges such as lack of transport which results in late delivery of study materials and irregular school visits. Also the DTEP entry qualifications are very low and yet there‟s no form of bridging course put in place to compensate for this. It as well seems that, though they are the only means of course communication, the DTEP course materials tend to be well written, interactive and thus of a good quality. The revisions of such materials, started late 2009, was completed early 2010. DTEP tutors as well stress to their students the importance of learner centred methods of teaching even though they are not able to demonstrate their use to them most of the time.

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Fiee, Clara Matitireng. "The extent to which learners of the Lesotho Distance Teaching Centre (LDTC) make appropriate use of the English literature self-instructional materials/workbooks." Thesis, 2003. http://hdl.handle.net/10413/1915.

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Quan-Baffour, Kofi Poku. "The introduction of audio cassettes in an integrated study package in solving the problems of adult distance education students in Lesotho." Diss., 1995. http://hdl.handle.net/10500/15839.

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This research project reports on an empirical study on the suitability and feasibility of audio cassette lectures in solving the study problems of adult distance education students. Having reviewed relevant literature on the subject the researcher collected data through: (a) Empirical investigation by contituting a two-group (experimental/control) design. (b) Questionnaires to find out opinions of students on audio cassettes. The study reveals that there is a significnt difference between the academic achievement of students who study via audio cassette lectures in addition to textbooks and face-to-face lectures and those who study through textbooks and face-to-face lectures only. The study therefore validates audio cassette lectures in an integrated study package. Other outcomes of the study are: (a) Suggestions to l.E.M.S. authorities to introduce audio cassette lectures on l.E.M.S. part-time courses. (b) Suggestions to course organisers at 1.E.M.S. to liaise with distance education institutions to adopt their instructional strategies.<br>Teacher Education<br>M. Ed. (Didactics)

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Books on the topic "Distance Education – Lesotho"

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National University of Lesotho. Institute of Etra-Mural Studies., Distance Learning Association of Southern Africa., United Nations. Economic Commission for Africa., and Conference on Methods, Techniques, and Strategies for Improving non-Formal Education Delivery Capabilities in Rural Areas (1986 : Maseru, Lesotho), eds. Education staff development programme: Report of the Conference on Methods, Techniques, and Strategies for Improving non-Formal Education Delivery Capabilities in Rural Areas : Maseru (Lesotho) 22-25 March, 1986. United Nations Economic Commission for Africa, 1986.

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Book chapters on the topic "Distance Education – Lesotho"

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"Education For Development in a Context of Dependency: An Historical Review of Innovations At The Lesotho Distance Teaching Centre." In Politics of Educational Innovations in Developing Countries. Routledge, 2003. http://dx.doi.org/10.4324/9780203904053-14.

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Reports on the topic "Distance Education – Lesotho"

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Nyabanyaba, Thabiso. The use of open, distance and flexible learning (ODFL) initiatives to open up access to education in the context of high HIV and AIDS prevalence rates : the case of Lesotho. Institute of Education, University of London, 2008. http://dx.doi.org/10.35648/20.500.12413/11781/ii081.

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