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Journal articles on the topic 'Music in education – Lesotho'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Sebatane, E. Molapi. "Educational Assessment in Lesotho." Assessment in Education: Principles, Policy & Practice 5, no. 2 (1998): 255–69. http://dx.doi.org/10.1080/0969594980050207.

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2

Chere-Masopha, Julia, Tebello Tlali, Tankie Khalanyane, and Edith Sebatane. "The Role of Teacher Educators in Curriculum Reforms in Lesotho Schools." International Journal of Learning, Teaching and Educational Research 20, no. 6 (2021): 386–402. http://dx.doi.org/10.26803/ijlter.20.6.20.

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To a certain extent, many curriculum reforms that have been introduced in Lesotho schools have been unsuccessful. Teachers’ preparedness to implement these reforms has been the major factor for the failures. Involving teacher education providers in the preparation of teacher preparedness could improve the success rate of these school reforms. Therefore, understanding how education educators prepare teachers for curriculum reforms could assist to understand why school teachers often appear to be ill-prepared for curriculum reforms. Accordingly, this paper investigated the views of six teacher e

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3

Masten, John T., and Donald W. Richard. "Adaptating American adult-education methods in lesotho." Journal of Technology Transfer 15, no. 3 (1990): 40–44. http://dx.doi.org/10.1007/bf02372413.

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4

Mateusi, C. M., J. T. Khoaeane, and M. N. Naong. "Challenges of Inclusive Education: Lesotho Case Study." International Journal of Educational Sciences 6, no. 2 (2014): 263–73. http://dx.doi.org/10.1080/09751122.2014.11890138.

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5

Phafoli, Lehlohonolo. "THE EVOLUTION OF SOTHO ACCORDION MUSIC IN LESOTHO: 1980–2005." African Music: Journal of the International Library of African Music 10, no. 4 (2018): 127–43. http://dx.doi.org/10.21504/amj.v10i4.2236.

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The article describes the origins, evolution and status of Sotho1 koriana accordion music from the 1920s through the 1960s and 70s when it was considered shebeen music, and from1980 to 2005, when there was a change of attitude towards it and only sporadic production. Two concerns are: the status of koriana music, and, its appreciation by Sotho people themselves. Data was collected through observations, interviews with artists and listeners, and from cassettes, radio and TV programmes. Aspects of the music are described and related to non-musical events of the period.

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6

Mojalefa, Mamoeletsi Limakatso. "Factors Contributing to Industrial Conflicts within Higher Education Institutions in Lesotho: A Case of the National University of Lesotho." Business and Economic Research 11, no. 2 (2021): 319. http://dx.doi.org/10.5296/ber.v11i2.18550.

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Incidences of industrial actions, which have frequently paralyzed learning at most of the educational institutions, are frequent in Lesotho. Despite the safeguards for collective bargaining in Lesotho, the incidences of industrial actions at higher institutions of learning in Lesotho are still common. The study was conducted to investigate the factors which contribute to industrial conflict at the National University of Lesotho. In order to gain a deeper understanding of the participants’ unionism experiences, semi-structured interviews were used to collect data. This study reveals that lack o

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7

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

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8

Nketekete, Malefetsane E., and Maletele B. Motebang. "Entrepreneurship education in Lesotho secondary schools: pedagogical challenges." Education, Knowledge and Economy 2, no. 2 (2008): 121–35. http://dx.doi.org/10.1080/17496890802221357.

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9

Ntabeni, Mary N. "History education in the primary schools of Lesotho." Education 3-13 38, no. 3 (2010): 225–32. http://dx.doi.org/10.1080/03004279.2010.497269.

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10

Veidis, A., E. Nkabane-Nkholongo, M. Mohlerepe, B. Jack, and K. Shaw. "Competency-based continuing education for nurses in lesotho." Annals of Global Health 81, no. 1 (2015): 56. http://dx.doi.org/10.1016/j.aogh.2015.02.636.

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11

Lepherd, Laurence. "Comparative Music Education: Bicultural Music Education." International Journal of Music Education os-7, no. 1 (1986): 23. http://dx.doi.org/10.1177/025576148600700105.

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12

Dlangamandla, Virginia. "Hygiene and health education in primary schools in Lesotho." Waterlines 6, no. 4 (1988): 20–21. http://dx.doi.org/10.3362/0262-8104.1988.017.

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13

Morojele, Pholoho. "Implementing Free Primary Education in Lesotho: Issues and Challenges." Journal of Social Sciences 32, no. 1 (2012): 37–45. http://dx.doi.org/10.1080/09718923.2012.11893050.

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14

Mturi, Akim J., and Monique M. Hennink. "Perceptions of sex education for young people in Lesotho." Culture, Health & Sexuality 7, no. 2 (2005): 129–43. http://dx.doi.org/10.1080/13691050412331321285.

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15

Mokitimi, NR, and WL Nieuwoudt. "Off‐farm wage returns to education: Evidence from Lesotho." Development Southern Africa 12, no. 6 (1995): 839–49. http://dx.doi.org/10.1080/03768359508439861.

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16

Pitikoe, Selloane, and Julia Preece. "Herder identity in Lesotho: implications for non-formal education." International Journal of Lifelong Education 35, no. 6 (2016): 607–28. http://dx.doi.org/10.1080/02601370.2016.1203831.

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17

Khau, Mathabo. "Sexuality education in rural Lesotho schools: challenges and possibilities." Sex Education 12, no. 4 (2012): 411–23. http://dx.doi.org/10.1080/14681811.2012.677210.

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18

Matsepe, Mokone W. "Education as a Gateway to Development: Case of Rural Poor at Thabaneng Village in Lesotho." Journal of Education and Learning 4, no. 4 (2015): 168. http://dx.doi.org/10.5539/jel.v4n4p168.

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<p>The study explores and unfolds the purpose of education in general, its value and the role it plays in helping development of the people in rural areas especially at Thabaneng Village in Lesotho. It reveals that education is the key to development and functions to equip the rural population in Lesotho with knowledge, training and worthwhile skills that are intended to uplift their standards of living in their respective milieus. Education is so vital for the rural poor for it makes them to have critical thinking and reasoning. It further renders them, through participation, to be part

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19

Jacobs, L., and N. C. de Wet. "The effect of learner misbehaviour on educators in Lesotho." Africa Education Review 6, no. 1 (2009): 55–79. http://dx.doi.org/10.1080/18146620902857293.

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20

Charity Gomo, Paramaiah Ch, Nthabeleng Joyce Sakoane, R. Machema,. "GENDER AND MULTIDIMENSIONAL POVERTY IN LESOTHO." Psychology and Education Journal 57, no. 9 (2021): 6522–34. http://dx.doi.org/10.17762/pae.v57i9.3352.

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This study applies the Alkire & Foster (2011) approach to estimate gender gaps in multidimensional poverty in Lesotho using 2016 population and housing census dataset. Results show that when using three-dimensions; education, health and living-standards, gender-gaps observed in multidimensional poverty are above 20% in all age groups except for adults implying that females are more vulnerable compared to males. However; when adding the fourth dimension, economic activity that captures employment status leads to larger estimates of male poverty than female. We conclude that overall, poverty

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21

Kane, Jan. "Music Education." International Journal of the Humanities: Annual Review 5, no. 10 (2008): 95–104. http://dx.doi.org/10.18848/1447-9508/cgp/v05i10/42250.

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22

Coplan, David B. "Musical Understanding: The Ethnoaesthetics of Migrant Workers' Poetic Song in Lesotho." Ethnomusicology 32, no. 3 (1988): 337. http://dx.doi.org/10.2307/851936.

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23

Ngozwana, Nomazulu Alice. "Civic education in Lesotho: implications for teaching of democratic citizenship." International Journal of Lifelong Education 36, no. 5 (2017): 526–40. http://dx.doi.org/10.1080/02601370.2017.1304460.

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24

Kent, David, and Peter Towse. "Students' Perceptions of Science and Technology in Botswana and Lesotho." Research in Science & Technological Education 15, no. 2 (1997): 161–72. http://dx.doi.org/10.1080/0263514970150203.

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25

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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26

Hatchard, John. "COMBATING TRANSNATIONAL CORPORATE CORRUPTION: SOME FURTHER LESSONS FROM LESOTHO." Journal of Commonwealth Law and Legal Education 7, no. 2 (2009): 155–63. http://dx.doi.org/10.1080/14760401.2009.502758.

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27

Wolffenbüttel, Cristina Rolim. "Music Education and Folk Music." International Journal of Social Science Studies 9, no. 1 (2020): 64. http://dx.doi.org/10.11114/ijsss.v9i1.5114.

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This essay deals with aspects related to folk music and its insertion in music education, considering the possibilities that the pedagogical-musical work, in dialogue with the teaching of music can bring. It also presents some suggestions for activities, both in Basic Education and in a more specific work with music teaching, as in schools specialized in this teaching. Focusing on folklore and its importance in people's lives and teaching, the essay proposes the use of various folk music genres, weaving historical and musicological explanations, in order to support the planning of possible ped

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28

Elsie Seotsanyana, 'Malimpho, and Mafa Maiketso. "Impact of Rurality on Students’ Educational Transition in Lesotho." Humanities and Social Science Research 2, no. 4 (2019): p47. http://dx.doi.org/10.30560/hssr.v2n4p47.

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The students’ views, from the secondary education in the rural areas in Lesotho, have been sought on the impact of rurality in relation to their transition from secondary education to higher education (in this regards, the National University of Lesotho (NUL). The students’ views were sought through their autobiographies. Autobiographical narratives were employed because it was assumed that they are a good tool for knowing oneself better. The study was qualitative, with the adoption of a case study research design. The participating students were drawn from three of the ten Lesotho districts t

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29

Kelly-McHale, Jacqueline. "Equity in Music Education: Exclusionary Practices in Music Education." Music Educators Journal 104, no. 3 (2018): 60–62. http://dx.doi.org/10.1177/0027432117744755.

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30

Mahao, Nqosa Leuta. "Judicial independence and the enforcement of the constitution in Lesotho." Journal of Commonwealth Law and Legal Education 3, no. 2 (2005): 51–63. http://dx.doi.org/10.1080/14760400508522900.

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31

Ntabeni, Mary N. "Lesotho Government Policies and History Education in the Twenty-First Century." History Education Research Journal 11, no. 1 (2012): 157–68. http://dx.doi.org/10.18546/herj.11.1.11.

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32

Yaholnitsky, Ivan. "Permaculture, Education and Enterprise for the Sustainable Development Goals in Lesotho." Journal of Humanities, Arts and Social Science 4, no. 2 (2020): 165–86. http://dx.doi.org/10.26855/jhass.2020.07.011.

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33

Johnstone, Christopher J., and David W. Chapman. "Contributions and Constraints to the Implementation of Inclusive Education in Lesotho." International Journal of Disability, Development and Education 56, no. 2 (2009): 131–48. http://dx.doi.org/10.1080/10349120902868582.

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34

Urwick, James. "“Free Primary Education” in Lesotho and the disadvantages of the highlands." International Journal of Educational Development 31, no. 3 (2011): 234–43. http://dx.doi.org/10.1016/j.ijedudev.2010.07.004.

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35

Ngale, Ilongo Fritz, and Mahlatsi Monaheng. "Holistic Education." Humanities and Social Science Research 2, no. 1 (2019): p15. http://dx.doi.org/10.30560/hssr.v2n1p15.

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This paper posits that it is the blend of Botho, or Human Factor ethos of Basotho traditional education with the scientific perspectives of 21st century western education, that can effectively lead to holistic education. The methodology is basic research, while the theoretical framework is critical theoretical analyses articulated around triple axes of the traditional Basotho educational system, the modern western educational system, and a hypothetical third perspective or holistic education. This paper will highlight the Botho tenets of Basotho traditional education, 21st century skills, and

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36

Keil, Charles, and Christopher Small. "Music-Society-Education." Ethnomusicology 29, no. 2 (1985): 385. http://dx.doi.org/10.2307/852163.

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37

Humphreys, Jere T. "Education and Music." Music Educators Journal 74, no. 5 (1988): 13–17. http://dx.doi.org/10.2307/3397974.

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38

Anderson, William M. "Multicultural Music Education." Music Educators Journal 78, no. 9 (1992): 25. http://dx.doi.org/10.2307/3398425.

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39

Reimer, Bennett. "Successful Music Education." Music Educators Journal 85, no. 3 (1998): 10–11. http://dx.doi.org/10.2307/3399137.

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40

Koskie, JaNell. "Transforming Music Education." Music Educators Journal 90, no. 2 (2003): 62–64. http://dx.doi.org/10.2307/3399938.

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41

Coeyman, Barbara, and Lucy Green. "Music, Gender, Education." Notes 55, no. 1 (1998): 138. http://dx.doi.org/10.2307/900387.

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42

Aristotle. "Education in Music." Arts Education Policy Review 103, no. 5 (2002): 31–34. http://dx.doi.org/10.1080/10632910209600302.

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43

Oates, Jennifer. "Music Librarianship Education." Music Reference Services Quarterly 8, no. 3 (2004): 1–24. http://dx.doi.org/10.1300/j116v08n03_01.

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44

Gerrity, Kevin W. "Measuring Music Education." Music Educators Journal 99, no. 4 (2013): 17–19. http://dx.doi.org/10.1177/0027432113486414.

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45

Emert, Dennis, Scott Sheehan, and O. David Deitz. "Measuring Music Education." Music Educators Journal 100, no. 1 (2013): 30–31. http://dx.doi.org/10.1177/0027432113495796.

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46

Cangro, Richard M. "Measuring Music Education." Music Educators Journal 100, no. 3 (2014): 20–21. http://dx.doi.org/10.1177/0027432113519929.

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47

Orzolek, Doug. "Measuring Music Education." Music Educators Journal 100, no. 4 (2014): 22–24. http://dx.doi.org/10.1177/0027432114522387.

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48

Overland, Corin T. "Music Education, Inc." Music Educators Journal 104, no. 1 (2017): 55–61. http://dx.doi.org/10.1177/0027432117719462.

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Today’s students live in the center of a rich, interconnected system of public, philanthropic, and for-profit entities that support the act of music teaching and learning. Students are not limited to the kinds of musical instruction available to them in their schools. Provided they have the means and the access, the musically curious can supplement or supplant their in-school musical lives with extracurricular and cocurricular activities, private studio lessons, community ensembles, or religious services. The for-profit music education industry in particular has grown in popularity and commerc

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49

Richerme, Lauren Kapalka. "Measuring Music Education." Journal of Research in Music Education 64, no. 3 (2016): 274–93. http://dx.doi.org/10.1177/0022429416659250.

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Despite substantial attention to measurement and assessment in contemporary education and music education policy and practice, the process of measurement has gone largely undiscussed in music education philosophy. Using the work of physicist and philosopher Karen Barad, in this philosophical inquiry, I investigated the nature of measurement in music education while concurrently exploring the assumptions underlying documents related to the proposed music Model Cornerstone Assessments. First, Barad’s concepts of reflection and diffraction reveal the false assumption that measurement captures rat

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50

Sebatane, E. Molapi. "Enhancement of Teacher Capacities and Capabilities in School‐based Assessment: Lesotho experience." Assessment in Education: Principles, Policy & Practice 1, no. 2 (1994): 223–34. http://dx.doi.org/10.1080/0969594940010206.

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