Academic literature on the topic 'Mampota High School (Lesotho)'
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Journal articles on the topic "Mampota High School (Lesotho)"
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MEURSING, K., and N. MOROJELE. "Use of Alcohol among High School Students in Lesotho." Addiction 84, no. 11 (1989): 1337–42. http://dx.doi.org/10.1111/j.1360-0443.1989.tb00735.x.
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Matsepe,, Mokone W. "Democratic involvement of students in high school governance in Lesotho." Educational Research and Reviews 9, no. 7 (2014): 192–98. http://dx.doi.org/10.5897/err11.055.
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AMOS, AMANDA. "Use of Alcohol Among High School Students in Lesotho-a health promotion perspective." Addiction 84, no. 12 (1989): 1447–49. http://dx.doi.org/10.1111/j.1360-0443.1989.tb03925.x.
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Makafane, David, and Tankie Khalanyane. "The Micro-Politics of Schooling in Lesotho: Bullying." Journal of Education and Culture Studies 2, no. 3 (2018): 191. http://dx.doi.org/10.22158/jecs.v2n3p191.
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<p><em>The paper is based on a study undertaken in 2015 to 2017 that explored the micro-politics of schooling in Lesotho, with specific focusing on bullying. A qualitative research design was adopted to probe for in-depth information about bullying in schools. The methodology employed was the case study approach in two high schools in Roma Valley. The population of the study was all teachers and students in the two high schools in Roma valley, while the sample comprised six teachers and eight students, who were purposively selected.</em></p><p><em>The study found out that bullying exists not only during school activities, but even during after school activities that learners are involved in. It was also found that bullying has negative consequences to all parties; perpetrators, victims and bystanders. Findings further revealed that the minority members of the society like visually impaired people, physically challenged and students with poor background are more prone to bullying because most of them do not have power to counteract bullies. The study further found that newly arrived students are the ones who are mostly targeted by bullies under the pretext of being taught the culture of the school. The study also found that teachers view bullying as an act of power imbalance where a powerful person takes advantage of a less powerful or vulnerable person. The study also found that cyber bullying is the latest form of bullying which is more harmful than any other form of bullying. The study also found that bullying contributes to depression and low self-esteem, which can lead to poor school performance and suicidal tendencies amongst the victims and bystanders. </em></p><p><em>The study therefore recommends that Lesotho government should come up with a policy to eliminate bullying in schools and establish programmes directed at teaching learners attitudes, knowledge and skills which they can use to circumvent bullying.</em></p>
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Makafane, Teboli David. "The Ramifications of Bullying in Lesotho Schools." Journal of Education, Teaching and Social Studies 1, no. 1 (2019): p30. http://dx.doi.org/10.22158/jetss.v1n1p30.
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This paper is based on a bigger study undertaken in 2017. It focuses on the ramifications of bullying in Lesotho schools. A qualitative research design was adopted to probe for in-depth information about consequences of bullying in schools. The methodology employed was the case study approach in two high schools in the Roma Valley. The population of the study was all teachers and students in the two high schools in Roma valley, while the sample comprised six teachers and eight students, who were purposively selected.The study found out that bullying has negative consequences to all parties; perpetrators, victims and bystanders. The finding of the study revealed that bullying contributes to depression and low self-esteem, which can lead to poor school performance and suicidal tendencies amongst the victims and bystanders. The study therefore recommends that Lesotho government should come up with a policy to eliminate bullying in schools and establish programmes directed at teaching learners attitudes, knowledge and skills which they can use to circumvent bullying.
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Leballo, Makatleho, Dominic Griffiths, and Tanya Bekker. "Differentiation practices in a private and government high school classroom in Lesotho: Evaluating teacher responses." South African Journal of Education 41, no. 1 (2021): 1–13. http://dx.doi.org/10.15700/saje.v41n1a1835.
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One way in which the practice of inclusion can be actualised in classrooms is through the use of consistent, appropriate differentiated instruction. What remains elusive, however, is insight into what teachers in different contexts think and believe about differentiation, how consistently they differentiate instruction and what challenges they experience in doing so. In the study reported on here high school classrooms in a private and a government school in Lesotho were compared in order to determine teachers’ thoughts and beliefs about differentiation, the frequency of differentiated instruction, and the challenges faced by teachers who implement this inclusive practice. Sampled teachers offered their views on what they understood differentiated instruction to be, the frequency of differentiated instruction, and identified challenges via an administered questionnaire. Data analysis was based on frequency counts and bar charts for comparative purposes. Findings indicate that private school teachers have a higher frequency of differentiated teaching practice, with time constraints indicated as the main challenge. Government school teachers had a lower frequency of differentiation, and identified a lack of resources, and the learner-teacher ratio as challenges, among others. In the study we highlighted the critical role that private schools can play in the national call for the implementation of inclusive teaching in Lesotho, in terms of active collaboration with surrounding government schools. Private schools, with their resources and access to professional development opportunities, can become catalysts in the implementation of inclusive teaching practices.
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Fru, Raymond N. "Pedagogic Dilemma for History Education: Voices of Student Teachers in Lesotho." World Journal of Educational Research 2, no. 2 (2015): 182. http://dx.doi.org/10.22158/wjer.v2n2p182.
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<p><em>It is no secret that history education in many parts of the world is</em><em> </em><em>facing immense challenges. This academic discipline has never been under more pressure to justify its place in the curriculum of many educational systems. While some systems such as South Africa have overtly downplayed the importance of the discipline through unfavorable curriculum implementations over the years since the dawn of democracy, other systems like Lesotho have adopted more covert strategies to systematically out-phasing history education in the secondary and high schools. The result in the case of Lesotho is that the subject is very unpopular in secondary and high schools as the number of schools teaching the subject has dwindled drastically over the years. The situation is exacerbated by poor Junior Certificate (JC) examination results for the few schools that teach the subject. </em></p><p><em>Against this backdrop, this article engages the discourses around the status of history education in the context of Lesotho from a student teacher’s perspective. While many studies have focused on the role of students, government departments and school administrations in explaining the negative position of history education, the stance in this article is that the role of the history teacher is as vital and cannot be undermined. Teachers’ understanding of the objectives of history teaching and their attitudes towards the discipline has important implications for the way the discipline is perceived by students and the public. As a result, this article presents findings ofa study conducted with some novice history teachers in Lesotho on their understandings of the objectives of history teaching especially in a Lesotho context. Such understandings are then used as a basis to theorise the status of the discipline, but also to reflect on the future of history education in Lesotho.</em></p>
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Bohloko, ’Matau, Tiisetso J. Makatjane, Mosotho J. George, and Tšepo Mokuku. "Assessing the Effectiveness of using YouTube Videos in Teaching the Chemistry of Group I and VII Elements in a High School in Lesotho." African Journal of Research in Mathematics, Science and Technology Education 23, no. 1 (2019): 75–85. http://dx.doi.org/10.1080/18117295.2019.1593610.
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Moru, Eunice Kolitsoe, Maqoni Malebanye, Nomusic Morobe, and Mosotho Joseph George. "A Van Hiele Theory analysis for teaching volume of three-dimensional geometric shapes." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 6, no. 1 (2020): 17–31. http://dx.doi.org/10.23917/jramathedu.v6i1.11744.
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Geometry is among the cornerstones of mathematics because of its applicability in real life and its connection to other areas of mathematics. The reported study explored how the volume of 3D geometric shapes was taught in one high school in Lesotho. One male teacher and an intact class of sixty high school students were the participants of the study. The study was exploratory in nature. This was in order to understand the phenomenon under study so as to suggest ways on how to make some improvements for the future. Data were collected through classroom observations, photo shootings, note-taking, and interviews. Classroom observations enabled the researchers to start the analysis while also observing. The photos taken captured the nature of the tasks given to students, some explanations, and class interactions. The Van Hiele theory of geometric thought was used as the framework of analysis. The findings of the study show that at level 1, the teacher focused mainly on the vocabulary of the concept at hand, the information phase. Another phase which was dominant in the teaching at the same level is the direct orientation. The free-orientation phase was not fully realized. The analysis level was achieved through the information phase and the direct orientation phase. Thus the progression from one level to another by students occurred having some phases of learning being skipped due to the way the instruction was organized. It is postulated that lack of proper understanding of some concepts in geometry by students may result from this kind of instruction.
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De Kock, K. N., and C. T. Wolmarans. "The geographical distribution and habitats of three liver fluke intermediate hosts in South - Africa and the health implications involved." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 27, no. 1 (2008): 1–16. http://dx.doi.org/10.4102/satnt.v27i1.78.
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Account is given of the distribution and habitats of the three Lymnaea species currently on recordin the National Freshwater Snail Collection (NFSC) of South Africa. A total number of 616, 353and 202 loci (1/16th square degrees) was respectively recorded for Lymnaea natalensis, L. columellaand L. truncatula. The number of loci in which the collection sites of each species was located, wasdistributed in intervals of mean annual air temperature and rainfall, as well as intervals of meanaltitude. A temperature index was calculated for all mollusc species in the database and the resultsused to rank them in order of their association with low to high climatic temperatures. Chi-squareand effect size values were calculated to determine the significance in differences between frequencies of occurrence of each species in, on, or at the different options for each of the variables investigated and also to determine the significance of the differences between the three species. None of the three Lymnaea species were well represented in the arid regions of the Northern ,Western and Eastern Cape Province, and only L. truncatula was reported from Lesotho. Lymnaeanatalensis is the most widespread of the three species, while the distribution of L. truncatula displaysa sporadic and limited pattern. The alien invader species L. columella was first reported from SouthAfrica in the early 1940’s but was so successful in its invasion of water-bodies in South Africa thatit is currently considered the third most widespread freshwater snail in the country. Lymnaea truncatula was the only one of the three species not recovered from all 14 water-body types represented in the database. The largest number of samples of L. truncatula by far, was yielded by marshes while the largest number of samples of the other two species was collected in rivers, streams and dams. The highest percentage occurrence of all three species was in habitats in which the water conditions were described as permanent, standing, fresh and clear. Although the highest percentage of samples of all three species was reported from loci that fell within the interval ranging from 16-20°C, a significant number of samples of L. truncatula came from loci falling with in the 11-15°C interval. In view of the fact that Lymnaea species are well known as intermediate hosts for liver fluke in South Africa and elsewhere in the world, the widespread occurrence of these snails could have considerable health and economic consequences. Lymnaea natalenis is the most important and probably the only intermediate host of Fasciola gigantica, the most common liver fluke in Africa but F. gigantica has been reliably reported only from Lesotho where its traditional intermediate host, L. truncatula is widespread. However, the epidemiology of fasciolosis in South Africa has been complicated by the invasion of many water-bodies by L. columella because this species has proved to be a successful host for F. hepatica where it had been introduced elsewhere in the world. To our knowledge its role in South Africa in this respect has not yet been evaluated. Due to the fact that no statistics are available in print, the results of positive serological tests on cattle herds all over South Africa were used to compile a map depicting the possible occurrence of Fasciola species in livestock in this country. Although human infections with Fasciola in Africa was considered as very rare in 1975 the situation has changed. It is considered an underrated and underreported disease in humans in Ethiopia and in Egypt an increase in cases of fasciolosis and prevalence’s as high as 12.8% in humans have also recently been reported. To our knowledge the only cases of human fasciolosis reported in literature for South Africa were from northern KwaZulu-Natal where F. hepatica infections were found in 22 out of 7 569 school children examined in 1981. Efforts to obtain recent statisticson human infections from various persons and authorities were totally unsuccessful. In view of statistics available for elsewhere in the world, it would be unwise to assume that no problems exist in this regard in South Africa. The number of people suffering from fasciolosis was already estimated at 2.4 million in 61 countries in 1995 and another 180 million at risk of becoming infected, with the highest prevalence’s reported from Bolivia, China, Ecuador, Egypt, France, Iran, Peru and Portugal. The results of recent serological assays for the detection of fasciolosis in cattle herds in selected areas in South Africa indicated positive cases from localities that closely correspond to the geographical distribution of the three Lymnaea species in this country. According to reports in the literature, the high prevalence of fasciolosis in livestock in the highlands of Ethiopia couldhave serious health implications for people in the area because they have to use the same water resources. In many rural areas in South Africa local populations also have no other options than to share natural water resources with their livestock. In most instances these water bodies harbour at least one of the Lymnaea species which can maintain the life cycle of fasciola. Under such conditions residents could daily be exposed to the risk of becoming infected. It is a matter of concern that epidemiological research with regard to human fasciolosis is such aneglected subject in South Africa. In our opinion epidemiological surveys should be conducted to determine the prevalence of human fasciolosis in specific areas which could be selected on the basis of using the geographical distribution of the three Linnaean species as guidelines. Efforts should also be made to conduct surveys to update the geographical distribution of the snail intermediate hosts and awareness programmes should be launched in rural areas at risk.
Dissertations / Theses on the topic "Mampota High School (Lesotho)"
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Molapo, Cecilia Mamojela. "Experiences of young school-going mothers in high schools at Leribe District of Lesotho." Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1214.
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A dissertation submitted to the Faculty of Education in the fulfilment of the requirements for the degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2012.<br>This study examined the experiences of young school-going mothers with
regard to how their teachers, classmates/peers and the community view them.
A qualitative research design was deemed on appropriate approach for this
study. The sample comprised of 10 young school- going mothers from 5 high
schools in Leribe district of Lesotho. Interviews were used to collect data
individually and in focus groups. Data were analyzed qualitatively using the
process of content analysis. Information emanating from the interviewers
were transcribed and coded into themes pertaining to the school-going
mothers’ experiences in high schools. The findings suggest that the young
mothers were not supported by some of their teachers; they were rejected by
their peers and classmates and, labeled by the community they live in.
Sample comprised 10 young mothers from 5 high schools in Leribe district of
Lesotho. On the basis of the findings, both curative and preventative
strategies were recommended for dealing with young school going mothers.
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Shawa, Mirriam. "Utilization of reproductive health services by high school adolescents in the Thaba-Tseka District in Lesotho." Thesis, University of Limpopo (Medunsa Campus), 2012. http://hdl.handle.net/10386/679.
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Thesis (MPH) -- University of Limpopo, 2012.<br>Background: Youth friendly services were introduced in all the ten districts t of Lesotho to meet the adolescents health needs including reproductive health of adolescents. Despite this initiative there is still a high prevalence of teenage pregnancy and human immunodeficiency virus (HIV) infection among young people.
Aim: The aim of the study was to investigate the utilization, and factors influencing the utilization of reproductive health services (RHS) among high school adolescents in Thaba-Tseka district of Lesotho.
Methodology: This was a quantitative descriptive cross-sectional study. The study population was adolescents aged between 13 -19 years in the two high schools in the district. A total of 800 adolescents were asked to complete a structured, self-administered questionnaire. Descriptive statistics were used to summarise demographics, sexual activity, experience of sexually transmitted infections (STIs), and awareness and use of RHS. The chi-square test was used to identify associations between categorical variables, and binary logistical regression modelling was used to identify significant predictors of utilisation of RHS.
Results: The response rate was 97.5% (780/800), but only 723 questionnaires had sufficient data to be analysed. The mean age of respondents was 16.4 years with a standard deviation of 1.7years. Of the respondents, 49.5% (358/723) had been sexually active with the youngest age at sexual debut of 8 years. Of these, 71.5% (256/358) were presently sexually active; 82.4% (295/358) had low overall levels of awareness of RHS; 37.9% (136/358) had ever visited the adolescent health corner (AHC); 34.9% (125/358) reported that there was a place that provided RHS in their local clinic; 57.3% (205/358) had ever used condoms; and 56.7% (203/358) had experienced a STI; Of those presently sexually active, 89.5% (229/256) used some form of contraceptive, with 95.2% (218/229) buying condoms from a retail shop although only 94.0% (205/218) reported using them, while 38.9% (89/229) also obtained them from the AHC. Only 13.3% (27/203) of those who had experienced signs of STI ever visited the AHC for treatment. Of those who knew about RHS, 54.4% (68/125) utilized the services. Statistically significant predictors of RHS utilization were having a friend using RHS (odds ratio [OR] =8.87; P value< 0.001) and access to RHS (OR=7.97; P < 0.001). Participants in higher grades were significantly less likely to use RHS compared to participants in lower grades (OR=0.21; P<0.001).
Conclusion: Almost half of the adolescents engage in sexual activity at an early age and RHS are under-utilised, mostly because of lack of access. There is a need to embark on increasing accessibility of RHS among adolescents to promote utilization of RHS.
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Mofolo, Mamolete Iris. "A professional development intervention in the teaching of English in a rural high school in Lesotho." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65446.
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The focus of this research is on implementing a professional development intervention aimed at improving the teaching practice of teachers teaching English as a subject at a rural high school in Lesotho. The study presents the way in which I as the principal researcher and my English teacher colleague facilitated learning, using innovative methods in our English classes in a way that promoted learner-centredness. In this study improvement of the teaching practice of teachers of English was intended to reduce the overuse of mother tongue in English classes to promote the teaching of English through English (Cook, 2005) and to improve learners’ proficiency in English as a subject. The study was conducted using an action research design. Action research was used as a professional development process with a view to improving educational practice; it enabled me as the facilitator of the professional development intervention and my colleague to rethink our approaches to facilitating learning of English in order to innovate our teaching. A mix of qualitative and quantitative approaches was used for collecting and analysing both qualitative and quantitative data in one study. These approaches were used to promote an in-depth understanding of the research problem under investigation. Open-ended interviews, observations, observation sheets, reflective journals and a questionnaire were used as data collection procedures that created a convergence of viewpoints, methods and conclusions. The conceptual and theoretical framework that guided the study emerged from the literature review. Findings of the study revealed that the innovative methods implemented in the English classes at a rural high school have contributed to the improvement in professional development and the teaching practice of teachers of English. Although learners preferred the use of both English and mother tongue in their English classes, findings of the study have revealed that there was an improvement in learners’ proficiency in English as a subject which was facilitated using English. The study recommends that the whole brain thinking model, multiple intelligences and action research as a constructivist approach be utilised daily in English classes and in all learning areas in Lesotho high schools as a basis for transformation and facilitation of learning that promotes learner-centredness.<br>Dissertation (MEd)--University of Pretoria, 2017.<br>Humanities Education<br>MEd<br>Unrestricted
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Ramafikeng, Matumo. "The prevalence of health risk behaviours among high school learners in the city of Maseru, Lesotho." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/11238.
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Includes abstract.<br>Includes bibliographical references.<br>This study was the first of its nature in Lesotho. Engagement in health risk behaviours is a public health concern, due to the consequences thereof. Concurrent engagement in risk behaviours has severe consequences on health and occupational abilities of the youth. The aim of the study was to establish and document the prevalence of risk behaviours among high school learners in the city of Maseru, Lesotho.
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Mosaase, Mpho. "The perceptions and attitudes of boys and girls towards schoolgirl pregnancy at 'Mampota High School in Berea, Lesotho." Thesis, 2004. http://hdl.handle.net/10413/3166.
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This study explores perceptions and attitudes of boys and girls towards schoolgirl
pregnancy at 'Mampota high School in Lesotho. No policy exists in Lesotho concerning
school girl pregnancy. While Lesotho espouses democratic rights to all, pregnant
schoolgirls continue to be excluded from the school system. In this era this does not only
discriminate but also impinges on one of the fundamental rights of girls, the right to
education. Pregnant girls continue to drop out of school because of the negative
perceptions and attitudes of teachers and other students even in countries where expulsion
is outlawed. Although these attitudes reflect myths and stereotypes, they are not illusions.
They remain powerful and are a major driving force behind pregnant girls dropouts. They
reinforce the stereotypical construction of gender and work to marginalise and
disempower young girls. These perceptions and attitudes sentence girls to a life of
subservience and reduce their life chances both economically and socially.
Focus group interviews and questionnaires were used examine the attitudes of boys and
girls towards schoolgirl pregnancy at MHS. The findings suggest that both boys and girls
construct gender in ways that discriminate against pregnant schoolgirls, but girls as more
prejudiced than boys towards pregnant schoolgirls. A good sign emerging from the study
is that not all boys and girls take this position and this points to the possibility of making
the school a safer place for pregnant school girls.<br>Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.
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Thamae, Malitsoanelo Nthati. "Lesotho High School students' conceptions of earthquakes." Thesis, 2006. http://hdl.handle.net/10539/346.
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Degree: Master of Science
Department: Science<br>This study examined conceptions about earthquakes held by the selected high school students in Lesotho. A survey was carried out at one high school with students from three different grades; Form A students who had not yet received formal instruction about earthquakes, and Form C and Form D students who had dealt with the topic in school. Some of the students in the sample had experienced an earthquake. A diagnostic test was used to elicit conceptions from 130 students. Follow-up interviews were conducted with 6 students, with the purpose of probing certain responses from the test. In particular, test responses that were probed included; first, those which showed confusion between earthquakes and volcanoes, and second, those which used indigenous beliefs to explain causes of earthquakes. The conceptions held by students in the three grades were analysed and compared. From the results the following findings emerged: First, many students appear to be confused in their understanding between earthquakes and volcanoes, particularly those who had received classroom instruction on these concepts. Some of the students could not distinguish between an earthquake and a volcano, while others seem to think that earthquake occurrences are always linked to volcanic activity. Second, several students across the three grades could not differentiate between movements of the earth’s crust which result in earthquakes and the larger scale movements, i.e. the rotation and revolution of the earth. Third, generally students across the three grades appear to have scientifically correct ideas about the causes of earthquakes. Also, the majority of students attributed the causes of earthquakes to water, perhaps because the earthquake in their area was caused by impoundment of the dam.
However, students seemed to be uninformed about the mechanisms or processes behind the occurrence of earthquakes. Finally, a few students across the grades used indigenous beliefs to explain earthquakes. With an awareness of the conceptual and cultural difficulties students in Lesotho are likely to encounter in the learning of earthquakes, teachers can prepare in advance to handle such issues, as they are critical in the understanding of the phenomenon of earthquakes.
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Lebuso, Phehlane Churchill. "Learning strategies of successful high school science students." Thesis, 2010. http://hdl.handle.net/10413/8820.
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The purpose of this study was to explore the learning strategies that are used by
successful science students. In addressing this purpose, a mixed methods approach was
adopted in which both quantitative and qualitative methods of data production were
used. The participants were both successful and less successful high school science
students from grades ten to twelve inclusive. Quantitative data was collected through
questionnaires and analysed. The qualitative data was collected through individual semistructured
interviews and focus group interviews. This was analysed using a qualitative
thematic approach. The research questions were first about the learning strategies that
successful science students seemed to use in order to do well academically, and secondly
the question of the factors which influenced these successful students. The findings are
that there are differences in the use of strategies between the successful students and
their less successful counterparts. The successful students in general reported using more
learning strategies more often than the less successful students. Successful students also
reported that they engaged in strategies for regulating the effort they applied to work on
difficult or boring tasks. They engaged more in cognitive strategies that involved deep
processing of information, while the less successful students relied more on rehearsal
and more superficial strategies like text underlining. Successful students also engaged
more in self-regulatory activities that allowed them to monitor and regulate the way they
learn. The findings also revealed that the successful students reported that they are
influenced in their studies more by such factors as family support, the love of the subject
and their goals or ambitions.<br>Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.
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Thekiso, Maelia Anna. "Marginalisation of school-going mothers in high schools in the Maseru district of Lesotho." Thesis, 2016. http://hdl.handle.net/10539/22681.
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A research report submitted to the Wits School of Education, Faculty of Humanities, University
of the Witwatersrand in partial fulfilment of the requirements for the degree of Master of
Education by combination of coursework and research.
Johannesburg, 2016.<br>As a fulfillment to the Constitutional obligation which is to offer education as human right to
everyone, Lesotho has introduced free primary education in schools. This is also a commitment
to the Education For All movement. Despite the initiative the country has taken, there are some
vulnerable groups of children who are deprived of their right to education. These include girls
who fall pregnant while still pursuing their studies. These girls are faced with challenges which
include being expelled from school when they fall pregnant. Those who are allowed to continue
their studies, they experience marginalisation that may result into exclusion from school. This
qualitative study has therefore investigated marginalisation that is experienced by the girls who
fall pregnant while still at high school in the Maseru district of Lesotho. The study was
conducted through interviews with teachers, pregnant girls, and girls who have babies and still
in school, and girls who should be in school, but have been asked to leave school. The findings
revealed that girls in schools and out of school are marginalised for similar and different
reasons by their teachers, parents and peers. Teachers use language and labeling which
humiliate these girls while parents neglect their daughters when they fall pregnant. Rejection
by peers has also been revealed in this study. All these marginalisation experiences could be
attributed to the silence of the Lesotho Educational Act about teenage pregnancy. Schools in
the sample have different policies with regard to teenage pregnancy. As a result some schools
exclude teenage mothers from education.<br>MT2017
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Motjoli, Moeketsi. "A study of factors promoting high teacher turnover at Mabathoana High School in the Maseru district in Lesotho." Thesis, 2004. http://hdl.handle.net/10413/1840.
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This study was designed to investigate "Factors promoting high teacher turnover at Mabathoana High School in the Maseru district-Lesotho". This is a church school situated in the urban areas of Maseru. This study employed a case study approach
where the following questions were raised: What is the nature of leadership within the school, how are the relationships within the school as well as to what extent does the community around the school influence teacher turnover? The findings of the study revealed that the leadership did not seem to adequately involve sub-ordinates in decision-making. Moreover, relationships among teachers as well as between teachers and students seemed to be smooth, but relationships with the principal seemed to be not conducive. The community around the school did not seem to contribute to teacher turnover in the school, as it seemed to be supportive of teachers' activities. The recommendations of the study were that the Ministry of Education should review the Teaching Service Regulations in order to ensure that principals are trained in administration, leadership and management skills before assuming the position of headship. School leaders should involve teachers in decision-making to a greater extent through the use of teamwork. School leaders should ensure that teachers are adequately motivated at all times. This can be achieved through the establishment of co-ordinated staff development activities, provision of incentives and so forth. Teachers should be assisted to improve and strengthen the existing relationships Between themselves and the management, among themselves, between themselves and students as well as between themselves and the entire community are sound. They should also increase areas of school community interaction. This can be achieved through more staff development workshops, which will enhance their skills.<br>Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.
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Leu, Mokete Moses. "Factors that enable high pass rates at Cambridge Overseas School Certificate (C.O.S.C.) level at Botha-Bothe High School in Lesotho." Thesis, 2004. http://hdl.handle.net/10413/2009.
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This study sought to investigate factors that enable high pass rates at Cambridge Overseas School Certificate (C.O.S.C.) level at Botha-Bothe High School in Lesotho. The focus of the study has been on three broad possible factors, namely the nature of leadership within the institution, the relationships between administration and teachers, amongst the teachers and between the teachers and learners, as well as resources available in the school. The study used a triangulation of three instruments: interviewing, observation and document analysis to collect data. These three instruments helped the researcher to collect proof-checked information and arrive at concretized conclusions. The Principal, Deputy-Principal, HODs and teachers who participated in interviews, handed to the researcher the necessary documents and took the researcher around to different teaching centres. Having investigated and correlated all the results, the researcher concluded that the following are possible factors that could improve pass rates. The first factor is a sound leadership that allows interaction, that manages time, that motivates other stakeholders, and that includes its subordinates in decision-making. The second factor is warm relationships between management and staff, amongst the academic staff and between teachers and students. The third factor is the availability and good management of resources (human and material).<br>Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.
Books on the topic "Mampota High School (Lesotho)"
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Williams, Tom. Secondary teaching in Lesotho: Who stays, who leaves? National Teacher Training College, 1998.
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Lesotho) St. James High School (Mokhotlong District. St. James High School (MKG) celebrates 50th anniversary: 1955-2005. St. James High School, 2005.
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Ambrose, David. Cambridge overseas school certificate: High school results for Lesotho for the year 2002, and some comparative results for earlier years. House 9 Publications, 2003.
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Cambridge Overseas School Certificate: A survey of 40 years of Lesotho results and of factors relevant to success, together with detailed analysis of comparative high school performances for the years 2003-2007. House 9 Publications, National University of Lesotho, 2008.
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Civic/Voter Education Workshops for Secondary and High School Teachers in Lesotho (1997 Hlotse, Lesotho and Mohale's Hoek, Lesotho). Civic/Voter Education Workshops for Secondary and High School Teachers in Lesotho: Held at Leribe Hotel in Hlotse on the 16th-18th October, 1997 and at I.E.M.S Regional Centre in Mohale's Hoek on the 23rd-25th October, 1997. The Centre, 1997.
Find full textConference papers on the topic "Mampota High School (Lesotho)"
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Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.
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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.
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Hlojeng, Mampaqa Anna, and Alfred Henry Makura. "OUT-OF-SCHOOL FACTORS CONTRIBUTING TOWARDS ACADEMIC UNDERACHIEVEMENT OF VULNERABLE LEARNERS IN LESOTHO HIGH SCHOOLS." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.2020101.
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Hlojeng, Mampaqa Anna, and Alfred Makura. "OUT-OF-SCHOOL FACTORS CONTRIBUTING TOWARDS ACADEMIC UNDERACHIEVEMENT OF VULNERABLE LEARNERS IN LESOTHO HIGH SCHOOLS." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.2020105.
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Teba-Teba, Nthabiseng Clementina, and Ratokelo Willie Thabane. "THE INFLUENCE OF PARENTAL INVOLVEMENT IN FORMAL EDUCATION: CASE STUDY OF MOHALE'S HOEK DISTRICT HIGH SCHOOL IN LESOTHO." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0571.
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Boyle, Paul M., and Brent C. Houchens. "Hands-On Water Purification Experiments Using the Adaptive WaTER Laboratory for Undergraduate Education and K-12 Outreach." In ASME 2008 Fluids Engineering Division Summer Meeting collocated with the Heat Transfer, Energy Sustainability, and 3rd Energy Nanotechnology Conferences. ASMEDC, 2008. http://dx.doi.org/10.1115/fedsm2008-55108.
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A bench-top educational system, the Adaptive Water Treatment for Education and Research (WaTER) Laboratory, has been developed as part of a year-long capstone design project. The Adaptive WaTER Lab teaches students about the effectiveness of various water purification techniques. Stackable housings employ six different filtration and purification methods including: sediment filtration, carbon filtration, chemical disinfection, reverse osmosis, forward osmosis, and ultraviolet light disinfection. Filtration pressure is supplied by a hand or foot pump, and two rechargeable batteries are required for the UV sterilization unit. The advantages and limitations of each technique are investigated, with learning performance criteria measured by knowledge of: material costs, contaminant removal or neutralization capabilities (from large sediment to bacteria and viruses to chemicals), robustness and longevity, and power requirements and efficiencies. Finally, suitable combinations of treatment techniques are studied for specific contamination issues, with the ultimate goal of producing potable water. The importance of sustainable water use is also discussed. Background information and suggested experiments are introduced through accompanying educational packets. This system has had a successful impact on undergraduate education. The metrics of success include a published journal article, an awarded EPA P3 educational grant and a pending patent for the undergraduates involved in the development of the Lab. Other undergraduates are currently involved in a design for manufacturability study. Finally, the Lab has served as a demonstration tool in a new interdisciplinary engineering course “Integrated Approaches to Sustainable Development.” The Adaptive WaTER Lab has also been used in hands-on outreach to over 300 underrepresented K-12 students in the Houston area. Two high school students borrowed the original prototype of the Lab to use in an Earth Day demonstration, and one student recently worked on an individual project using the Lab. Because the Lab is portable and requires only human and solar power (to recharge the batteries via a solar backpack), it is also ideal for educational efforts in developing nations. Labs are currently being produced for outreach and donation via three international projects to install water purification systems and/or educational Labs in schools and clinics in Mexico, Lesotho and Swaziland, in collaboration with the Beyond Traditional Borders and Rice 360 health initiatives.