Relevant bibliographies by topics / National University of Lesotho

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  2. Dissertations / Theses
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Academic literature on the topic 'National University of Lesotho'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "National University of Lesotho"

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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 (June 1, 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 of transparency, inconsistent application of policies, lack of communication, lack of motivation, poor salaries, bias as well as poor working conditions are some of the factors that cause strikes at the institutions of higher learning in Lesotho.
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Rafoneke, Tsepo, and Nathan Mnjama. "Records management practices at the National University of Lesotho." ESARBICA Journal: Journal of the Eastern and Southern Africa Regional Branch of the International Council on Archives 38, no. 1 (December 18, 2019): 157. http://dx.doi.org/10.4314/esarjo.v38i1.8.

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Lefoka, Pulane, and Tebello Tlali. "Rural students’ transition in and through a semi-urban university: Experiences from the National University of Lesotho." Scholarship of Teaching and Learning in the South 5, no. 2 (September 21, 2021): 36–51. http://dx.doi.org/10.36615/sotls.v5i2.195.

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This paper reports on the findings of a study carried out at the National University of Lesotho (NUL). The paper explored the influence of ‘rurality’ on students who originate from the rural areas of Lesotho and analysed their transition at the NUL. The spatial geographic theory and narrative inquiry were adopted, and qualitative focus groups were utilised to collect data. The students were given an opportunity to conceptualise ‘rurality’ and narrate their stories about growing up and earlier schooling, as well as their learning experiences at the NUL. The findings revealed that rural students’ educational trajectories are indeed filled with numerous challenges, mainly due to deprivation and limited exposure to technology in their earlier lives. The main recommendation made by the paper is that the concerned stakeholders ought to be mindful of the needs of all prospective higher education students, including those from rural backgrounds, and intervene accordingly.
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Wojdon, Joanna, and Małgorzata Skotnicka-Palka. "Migracje z ziem polskich w XIX wieku we współczesnych podręcznikach do historii dla szkoły podstawowej." Studia Migracyjne – Przegląd Polonijny 47, no. 1 (179) (2021): 225–38. http://dx.doi.org/10.4467/25444972smpp.21.010.13322.

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19th century migrations from the Polish lands in contemporary primary school history textbooks The article presents the problem of political, economic and forced migrations of people from Polish lands in the 19th century, discussed in recently published history textbooks for elementary school students. Textbooks based on the old and the new core curriculum were compared. The analysis of textbooks was based on the model developed by Raymond Nkwenti Fru of the National University of Lesotho. This model allows us to see explicit and implicit content and take into account different types of textbook narratives. Artykuł prezentuje problem migracji politycznych, ekonomicznych oraz przymusowych przesiedleń ludności z ziem polskich w XIX wieku przedstawiony we współczesnych podręcznikach do historii dla uczniów szkoły podstawowej. Porównano podręczniki napisane w oparciu o „starą” i „nową” podstawę programową. Podręczniki przeanalizowano w oparciu o model wypracowany przez Raymonda Nkwenti Fru z Narodowego Uniwersytetu Lesotho (National University of Lesotho). Model ten pozwala dostrzec treści jawne i ukryte, uwzględnić różne typy narracji podręcznikowych.
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Lefoka, Pulane J. "The Prevalence of and Factors Contributing to Assessment Malpractice at the National University of Lesotho." Humanities and Social Science Research 3, no. 3 (August 18, 2020): p10. http://dx.doi.org/10.30560/hssr.v3n3p10.

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This article draws its content from a study that investigated the prevalence of and factors contributing to assessment malpractice by students at the National University of Lesotho (NUL) during assessment activities. The study was carried out in response to a general outcry regarding malpractices that abound in all forms of assessments. The main objectives of the study were to investigate the following: the extent to which examination malpractice during assessment activities was a problem at the NUL. Data was collected through the use of questionnaires. Both quantitative and qualitative data were captured and analysed using computer programmes. The study has revealed that assessment malpractice is prevalent at the National University of Lesotho and that a number of factors are contributory to the situation.
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’Makholu Letsoela, Puleng. "Inappropriate Use of Transitions by National University of Lesotho Students." International Journal of English Language Education 2, no. 1 (November 30, 2013): 100. http://dx.doi.org/10.5296/ijele.v2i1.4651.

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Tlali, Tebello, Julia Chere-Masopha, Edith Sebatane, and Tankie Khalanyane. "Challenges Confronting Postgraduate Supervision at the National University of Lesotho:." International Journal of African Higher Education 9, no. 2 (July 13, 2022): 22–39. http://dx.doi.org/10.6017/ijahe.v9i2.15367.

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Postgraduate supervision can be a challenging form of teaching, with the challenges further compounded by context or institutional-specific factors.The Faculty of Education at the National University of Lesotho has faced numerous challenges in offering postgraduate degrees, with a few qualified supervisors for the large number of students who enroll in these programmes. This study explored the nature of the challenges confronting postgraduate supervision in this context. It was underpinned by the interpretivist paradigm and employed a qualitative approach. Fifteen supervisors participated, of whom nine (three associate professors and six senior lecturers) were individually interviewed. Six junior lecturers took part in a focus group discussion. Guidelines on postgraduate supervision were also subjected to document review. The findings revealed that while some supervisors had positive experiences, others are frustrated. This is due to a lack of training, and lack of clarity on supervisory procedures, as well as the low academic literacy and lack of commitment exhibited by some students. It is recommended that supervisors should be capacitated through training. Furthermore, supervisory guidelines should be reviewed and benchmarked against best practices in the field. Key words: Postgraduate supervision, constructivism, reflective practice, supervisory guidelines, challenges in supervisory practice
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 14, No. 2." Higher Education Studies 14, no. 2 (May 30, 2024): 194. http://dx.doi.org/10.5539/hes.v14n2p194.

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: hes@ccsenet.org Reviewers for Volume 14, Number 2 Agnese Lastovska, University of Latvia, Latvia Anna Liduma, University of Latvia, Latvia Chia Jung Yeh, East Carolina University, USA Cristina Dumitru, The National University of Science and Technology, Romania Dede Salim Nahdi, Universitas Majalengka, Indonesia Ercan Tomakin, Ordu University, Turkey Ezgi Pelin Yildiz, Kafkas University in KARS, Turkey Fatma Elhassan, University of Hafr Al Batin, Saudi Arabia Hadiyanto, Universitas Jambi, Indonesia Halupa Colleen, East Texas Baptist University Marshall, USA Isaiah M. Makhetha, National University of Lesotho, Lesotho Jacquelyn Benchik-Osborne, Chicago State University, USA Laid Fekih, University of Tlemcen Algeria, Algeria Lalith Edirisinghe, CINEC Campus, Sri Lanka Lung-Tan Lu, Fo Guang University, Taiwan Miguel Flores, National College of Ireland, Ireland Nayereh Shahmohammadi, Academic Staff in Organization for Educational Research and Planning, Iran Pedro Tadeu, Centre for Studies in Education and Innovation CI&DEI-ESECD-IPG, Portugal Qing Xie, Jiangnan University, China Rafizah Mohd Rawian, Universiti Utara Malaysia, Malaysia Ranjit Kaur Gurdial Singh, The Kilmore International School, Australia Rebecca Cacho, De La Salle University, Philippines Rodulfo Aunzo, Visayas State University, Philippines Sadeeqa Saleha, Lahore College for Women University Lahore, Pakistan Salwa Mohamed, Manchester Metropolitan University, UK Sarasa-Cabezuelo Antonio, Universidad Complutense de Madrid, Spain Sharmila Sivalingam, Maryville University of St.Louis, USA Sumita Chowhan, Jain University, India Tony Patrick George, Njala University, Sierra Leone Zahra Shahsavar, Shiraz University of Medical Sciences, Iran
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Tlali, Tebello Violet. "Exploring the prospects for professional development of postgraduate supervisors at the National University of Lesotho." Scholarship of Teaching and Learning in the South 7, no. 2 (August 29, 2023): 84–105. http://dx.doi.org/10.36615/sotls.v7i2.310.

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Higher education developments are gradually enabling the re-conceptualisation of postgraduate research supervision as a teaching and learning practice. This re-conceptualisation has also led to the recognition that postgraduate research supervisors need to be appropriately capacitated so that they can master the supervisory craft. This study sought to explore the prospects for professional development of postgraduate supervisors at the National University of Lesotho, by examining supervisors’ trajectories of learning how to become supervisors and to identify areas for further professional development. Fifteen supervisors took part in the study. Nine (three associate professors and six senior lecturers) were interviewed through semi-structured interviews while six junior lecturers were interviewed through a focus group interview. The findings revealed that while most supervisors relied mainly on the way they were supervised, they also value the experiential learning accrued in their trajectories as supervisors. The study highlights issues for consideration in advancing professional development of postgraduate supervisors at the National University of Lesotho.
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Mojalefa, Mamoeletsi Limakatso. "Union Strategies of Addressing Conflicts at the National University of Lesotho." Business Management and Strategy 12, no. 1 (May 25, 2021): 183. http://dx.doi.org/10.5296/bms.v12i1.18617.

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This paper discusses the strategies that are used by the unions to address industrial conflict at the National university of Lesotho (NUL). Content analysis was undertaken to understand the interviewee’s responses and the NUL policy documents. The strategies are analyzed within the policy context, pre-industrial action, industrial action and post-industrial action. The study also shows that unions at the higher education institutions consult with other unions in the sector and, where other strategies have failed, they resort to either industrial action or legal process to resolve conflicts at the workplace. The findings further show that unions employ widespread communication between their members to share new development in the negotiation process. The findings reveal that strategies which unions normally adopt at NUL are: constant consultations and joint decision making, strikes/industrial action, work to rule, negotiations, collective bargaining, taking legal process and communication of possible ideas and solutions.
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Dissertations / Theses on the topic "National University of Lesotho"

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Lefalatsa, Limakatso. "Analysis of information literacy training at the National University of Lesotho." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/30178.

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Information literacy skills are a necessity among university students, hence information literacy instructors should keep abreast with the 21st century information literacy curriculum, its delivery and assessment. The study investigated information literacy training and its needs at NUL. The purpose was to investigate information literacy curriculum, delivery and assessment at the National University of Lesotho. Guided by the Association of College and Research Libraries (ACRL) information literacy framework for higher education, the study sought to establish the extent to which the NUL information literacy programme considers ACRL frames or any other standard of relevance. The study adopted a qualitative approach using a phenomenology research design. Data was collected from NUL Subject Librarians through focus group discussions and one on one interview with the Lecturers. Data was generated from structured interview questions; analysed manually and presented in an interpretative form such that participants’ responses were tabulated under subheadings corresponding to the items from the research instruments that were formulated from the research questions. Major findings are that there is no information literacy programme in place hence there is no specific curriculum at NUL, as a result there is also no benchmarking. NUL Subject Librarians take initiative to improvise information literacy content; they use lecture mode and library tours as their predominant mode of information literacy teaching and learning. Although there is a Communication Skills Course meant to assist students with information and communication skills, students struggle to search for information; they are even unable to consult a variety of information sources. The study therefore recommends NUL Library to establish a clear information literacy training programme that is delivered in collaboration with academic staff. It is further recommended that Subject Librarians should contribute to the content of the Communication Skills Course.
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Akintade, Oluwasanmi Lawrence. "Awareness, use and barriers to family planning services among female students at the National University of Lesotho, Roma, Lesotho." Thesis, University of Limpopo ( Medunsa Campus), 2010. http://hdl.handle.net/10386/215.

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Thesis (MPH)--University of Limpopo, 2010.
Background: Sexual health of young people is a matter of public health concern and Reproductive health occupies a central position in health and development. Unwanted pregnancy and sexually transmitted infections among young women can be prevented through effective use of contraception. Unmet need for contraception in developing world and rates of unintended pregnancy among young women is high. Aim of the Study: To assess the level of awareness of contraceptives and utilization of family planning services among young women and barriers that hinders effective use of such services Methods: A quantitative descriptive survey was conducted among 360 female undergraduate students of the National University of Lesotho, Roma, Lesotho. A hand delivered self administered questionnaire was used to collect data with the help of four trained research assistants. Epi info version 3.5 was used for data entry and analysis. Results: Awareness of family planning is high among the participant (98.3%); Condom is the most commonly known and used family planning method. Level of sexual experience and Contraceptive prevalence is high. Married status is associated with current use, positive perception on health benefit while Formal teaching on family planning is associated with misconceptions. Conclusion: The level of awareness and Utilization of family planning services is high among female students of university of Lesotho. Access to services is good but there are misconceptions. There is the need to introduce family planning teaching that is based on accurate knowledge to school curriculum
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Moru, Eunice Kolitsoe. "Epistemological obstacles in coming to understand the limit concept at undergraduate level: a case of the National University of Lesotho." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2638_1182747979.

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The purpose of this study was to investigate the epistemological obstacles that mathematics students at undergraduate level encounter in coming to understand the limit concept. The role played by language and symbolism in understanding the limit concept was also investigated. A group of mathematics students at undergraduate level at the National University of Lesotho (NUL) was used as the sample for the study. Empirical data were collected by using interviews and questionnaires. These data were analysed using both the APOS framework and a semiotic perspective.


Within the APOS framework, the pieces of knowledge that have to be constructed in coming to understand the limit concept are actions, processes and objects. Actions are interiorised into processes and processes are encapsulated into objects. The conceptual structure is called a schema. In investigating the idea of limit within the context of a function some main epistemological obstacles that were encountered when actions were interiorised into processes are over-generalising and taking the limit value as the function value. For example, in finding the limit value L for f(x) as x tends to 0, 46 subjects out of 251 subjects said that they would calculate f(0) as the limit value. This method is appropriate for calculating the limit values for continuous functions. However, in this case, the method is generalised to all the functions. When these subjects encounter situations in which the functional value is equal to the limit value, they take the two to be the same. However, the two are different entities conceptually.

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Pholoana-Motebang, Bonane. "Action research in teacher education : the case of the National University of Lesotho B.Ed programme." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/11030.

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Bibliography: leaves 104-107.
The purpose of this study was to examine the environment of action research project in the National University of Lesotho B.Ed. teacher education programme. The intention was to identify factors that facilitate or impede action research at the teacher education institution where student teachers are prepared for the project to be undertaken in schools during teaching practice. The study also sought to understand the student teachers' and teacher educators' perceptions and experiences of the action research project.
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Mariti, Lineo Mary. "An evaluation of information literacy of postgraduate students of the National University of Lesotho (NUL)." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/12401.

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Includes bibliographical references (leaves 126-136).
In this global information age many technological advances have changed approaches to education and the way libraries are managed. The massive increase of unfiltered information has resulted in high demands for information literacy programmes. Therefore, students need to be assisted throughout their learning process. The result of this change is the shift from teacher-centered type of learning to student-centered learning. The gap between the library and the classroom needs to be bridged by insisting on the use of information literacy skills and by promoting cooperation and collaboration of efforts between the teaching staff and the library. The learning organizations need to realize the need to embed information literacy within their curriculum to enhance quality education. The transformation requires libraries to embark on student learning and empower students with necessary information literacy skills. This issue of empowering students with necessary skills had become a motivating factor that drove me to carry out this research in order to find out the status and level of information literacy for postgraduate students of NUL. Information literacy standards were used as a measure. The study used a combination of both qualitative and quantitative research methods. A questionnaire was used as a main data collection instrument and the results were measured against the American Library Association (ALA) information literacy standards. Interviews were also conducted at NUL to supplement the main data collection instrument. Findings reflect a moderate to poor performance of a group of postgraduate and senior Law students who participated in this survey study. Findings from interviews provided evidence that NUL is aware of the concept of information literacy.
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Nkuebe, Mantoetse Pontso Alice. "Knowledge and skills requirements of National University of Lesotho librarians in meeting information needs of humanities undergraduate students in the digital age." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/24909.

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This study attempted to ascertain what knowledge and skills are required for NUL librarians to meet the information needs of humanities undergraduate students in the digital era academic library environment. To address the objective of this study, the following research questions were generated: what are the library related information needs of NUL humanities undergraduate students in the current digital age?; what knowledge and skills are required of NUL librarians in meeting the library related information needs of humanities undergraduate students in the current digital age?; to what extent has technology affected the roles and functions of NUL academic librarians?; to what extent are NUL librarians readily adapting to and embracing technological changes affecting academic library resources and services?; and, what type of education and training are required for NUL librarians to effectively meet the information needs of humanities undergraduate students in the digital age academic library environment? The study was supported by organizational learning theory. It employed a convergent parallel mixed methods approach within a pragmativist paradigm for the collection of both quantitative and qualitative data to respond to the research questions guiding the study. A case study design was adopted in identifying humanities undergraduate students' information needs and concurrently ascertaining knowledge and skills requirements of NUL librarians. The target population included NUL librarians and humanities undergraduate students. Non-probability purposive sampling was employed to collect qualitative data (from the librarians) whist probability stratified random sampling was adopted to obtain quantitative data (from humanities undergraduate students). Data were collected via face-to-face semi-structured interviews with librarians and a structured questionnaire for students. In concluding, the study presents, inter alia, a blend of required disciplinary, generic and personal competencies for NUL librarians to meet the library related information needs of humanities undergraduate students in the current digital age. It recommends, inter alia, the adoption of effective organizational learning to build on NUL librarian's existing knowledge and skills so that they may more easily adapt to rapidly evolving technology and more fully meet the information needs of humanities undergraduate students.
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Khoalenyane, Nthabiseng. "The Ts 'ehlanyane National Park in Lesotho as a sustainable resource: community perspectives, participation and perceptions." Thesis, University of Zululand, 2010. http://hdl.handle.net/10530/1128.

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A dissertation submitted to the Faculty of Arts in partial fulfillment of the requirements for Master's degree in Recreation and Tourism, in the Department of Recreation and Tourism at the University of Zululand, South Africa, 2010.
This study is about community perceptions, perspectives, management and benefits relating to sustaining Ts'ehlanyane National Park as a natural resource facility in Leribe; Lesotho. The study seeks to examine the extent to which the community benefits from the natural resource. In this regard, Mowforth et aJ (2008) suggest that people whose present quality of life is not of an acceptable standard, the resources that they have if sustained, could be available for them and their children to potentially achieve a better quality of life in the future. Achieving sustainability is now the underlying principle for all types of human activities, including tourism. Following this research approach, it is realistic to map out the objectives listed below, so as estimate what the study seeks to achieve in the final analysis. The objectives are as follows: a) To establish the extent to which Ts'ehlanyane National Park stakeholders understand the meaning of sustainable tourism, b) To identify the participation of the local community in managing the Ts'ehlanyane National Park. c) To reveal the management practices and strategies used in sustaining the Ts'ehlanyane National Park as a tourism resource. d) To examine the community's viewpoints pertaining to the sustainability of the development on Ts'ehlanyane National Park. e) To investigate tourism-related community benefits acquired through sustainable development of Ts'ehlanyane National Park. f) To propose a strategic management model that can be used as a scheme towards improving the sustainable management of Ts'ehlanyane National Park. These objectives were formulated in order to find out about the communities' perceptions, perspectives and participation on sustaining Ts'ehlanyane National Park as a resource facility. Data was collected through the use of questionnaires, which had open ended, closed ended and Likert type of questions. Data was therefore collected and analysed through the use of a computer programme called Statistical Packages for Social Sciences (SPSS). This research inquiry fundamentally came up with the following findings: (a) The local stakeholders (tourists, service providers, park officials and the community) at the Ts'ehlanyane National Park (TNP) have a good understanding of the meaning of sustainable tourism, (b) The participation of the community in managing the TNP was found to be adequate and worthwhile, (c) The management practices and strategies used in sustaining the TNP as a tourism resource were found to be sufficient and well attuned to establish sustainability. (d) The tourism-related community benefits acquired through sustainable development of the TNP were sufficiently developed. Finally, the study was able to propose a general strategic management model, which could be used as a scheme towards improving the sustainability of the TNP. The scheme was based on the literary sources used, the empirical findings and the interpretation of the data used in the study.
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Monaheng, Nkaiseng ̕Mamotšelisi. "Implementation tensions and challenges in donor funded curriculum projects: a case analysis of environmental and population education projects in Lesotho." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003450.

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This study aims to capture the challenges and tensions that arise in donor funded curriculum projects in Lesotho. Through an interpretive case study research design I investigated these challenges and tensions in two projects relevant to Education for Sustainable Development, namely the Lesotho Environmental Support Project (LEESP) and the Population/Family Education (POP/FLE) projects which are donor funded curriculum projects funded by DANIDA and UNFPA respectively. A review of donor funded curriculum projects in the field of environmental education/Education for Sustainable Development was undertaken to provide background and a theoretical context for the study. It highlighted different challenges and implementation tensions experienced by other similar projects in other countries. At the heart of such projects lies a particular political economy, which is based on development assistance to poor countries. Such development assistance is constructed around concepts of need, participation and innovation, and donor-recipient relationships. It is structured around a system of governance and management that normally uses logical framework planning as its main methodology. This political economy has shaped the two donor funded projects that were considered in this study, and has shaped many of the tensions and challenges identified in the study. To investigate the two projects, data for this study was generated through in-depth interviews, document analysis and focus group interviews, with people who had been involved with the projects at the national level. The data generation process did not involve the schools where the projects were ultimately implemented, as it was seeking to identify how local institutions such as the National Curriculum Development Centre could support better synergies between donor funded initiatives and the local context. The findings of the study revealed the ambivalent nature of donor initiatives, and identified that the political economy and donor-recipient relations influence the projects. Aspects such as the design and management of projects, the processes associated with introducing innovation in educational ideas and paradigms, pedagogical issues, and staff contributions and ownership were identified as some of the key tensions that existed in the projects. Other factors such as poor capacity levels of local staff, non-alignment with existing structures, inadequate sustainability mechanisms and the difficulty of the envisaged integration of new paradigm thinking (methods and approaches) into the existing curriculum framework were also significant tensions, given the positivist history of the Lesotho curriculum. The study recommends the need to establish mechanisms for working with donors to tackle the tensions that arise in such projects within longer-term donor assistance. It proposes that government should expedite the development of policy on donor coordination. Both donors and the NCDC need to put mechanisms in place to allow for debate and discussions on innovations brought in by the donors in relation to local needs. The study further recommends that in cases where more than one donor exists, the NCDC and the donors should work towards developing synergies between the different initiatives to avoid duplication and overlap. Finally, there is a need for projects to use bottom-up approaches for the design and formulation of projects to ensure ownership.
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Machobane, L. B. B. J. "Government and change in colonial Lesotho : a study of institutions of government, with particular reference to the National Council." Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/19075.

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Sarinzhipov, Aslan. "Opportunities for faculty to influence academic matters at Kazakh National University and Eurasian National University." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592375.

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Kazakhstan's higher education system is based on the Soviet governance structure, limited academic freedom and no autonomy from the state. In such a system faculties are contract employees delivering predesigned courses with no incentive to bring new ideas and methods. But employers and the general public are concerned with the mismatch between market demand and curricula of universities. Qualitative research based on two case studies collected evidence on the opportunities for faculty to influence academic affairs of the two most prominent research universities in Kazakhstan. The study gave a detailed picture of state controls, hierarchical structures and limited role of faculty at the higher education institutions under investigation. The national universities of Kazakhstan were also compared with the University of West Florida, a public research university of similar size which is based on academic freedom, shared governance and faculty authority over academic matters. Conceptual framework for the analysis is based on the theory that university governance differs from other organizations in its involvement of faculty in decision making on academic affairs. The power is shared with faculty because of their recognized knowledge and authority in teaching and research in their particular professional fields.

The study identified that the national universities in Kazakhstan are established regulated and run like government organizations with a hierarchical structure. The existing centralized and stricter controlled environment results in frustrated and demotivated faculty who are not able to produce good quality teaching and research. Universities are required to produce similar academic programs and courses and offer a limited number of majors approved by the inter-ministerial committee. Structures of degree programs are set according to State Standards and contain certain share of mandatory courses which are provided by the Ministry. The universities are managed by the rectors who have wide powers especially in hiring and promotion of faculty as well as on other academic matters.

The research identified a number of shortcomings and mismatches with international theory and international best practice. If national universities are to develop they have to be allowed to compete and have freedom to innovate. The national universities need the governing boards to be introduced. Increasing faculty participation will be central to promoting key values of higher education such as academic freedom, autonomy and transparency. Empowering faculty will contribute to their greater responsibility and engagement in developing higher education institutions and their core functions of teaching, research and community service.

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Books on the topic "National University of Lesotho"

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Lesotho, National University of, ed. [National University of Lesotho publications]. Roma, Lesotho: The University, 1997.

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Lesotho, National University of. National University of Lesotho: Strategic plan. [Roma]: National University of Lesotho, 2002.

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Lesotho, National University of. Strategic plan (Draft): 2007-2012. Roma, Lesotho: National University of Lesotho, 2007.

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Sumitra, Talukdar, ed. Know your campus: 1-40. [Roma]: National University of Lesotho, 2001.

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National University of Lesotho. Faculty of Agriculture. Faculty of Agriculture: A commitment to training high-level manpower for agricultural development. Roma, Lesotho, Southern Africa: Faculty of Agriculture, National University of Lesotho, 1991.

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Ambrose, David. Guide to the birds of Roma Campus, National University of Lesotho. Roma, Lesotho: National University of Lesotho Publ. House, 1999.

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Talukdar, Sumitra. Some grasses of the National University of Lesotho, Roma Campus. Roma, Lesotho: House 9 Publications, National University of Lesotho, 2006.

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Talukdar, Sumitra. Flowering plants of the National University of Lesotho, Roma Campus, by month. Roma, Lesotho: House 9 Publications, National University of Lesotho, 2003.

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Talukdar, Sumitra. Checklist of trees of the National University of Lesotho, Roma Campus. Roma, Lesotho: House 9 Publications, National University of Lesotho, 2003.

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Lesotho, National University of. Strategic plan draft: (2015-2020). Roma, Lesotho]: [National University of Lesotho], 2016.

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Book chapters on the topic "National University of Lesotho"

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Mohamedbhai, Goolam. "IAU President Walter Kamba (1990–1995): A Man of Conscience." In The Promise of Higher Education, 41–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_7.

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AbstractIn June 1983, I participated, as representative of the University of Mauritius, in a training course on improving teaching and learning for academics from different African universities. It took place at the Roma campus of the National University of Lesotho. One afternoon, we were introduced to a distinguished guest speaker, Professor Walter Kamba, Vice-Chancellor of the University of Zimbabwe.
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Lee, Soyoung, Song-ee Hong, and Seong-min Eo. "Kangwon National University." In Student Engagement Across Pacific Asia, 231–45. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-0558-0_15.

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Lin, Pei-Yi, and Jo-Ying Chu. "National Tsing Hua University." In Student Engagement Across Pacific Asia, 173–85. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-0558-0_11.

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Finno, Richard J., Sarah L. Gassman, and Michele Calvello. "The NGES at Northwestern University." In National Geotechnical Experimentation Sites, 130–59. Reston, VA: American Society of Civil Engineers, 2000. http://dx.doi.org/10.1061/9780784404843.ch06.

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Tabulawa, Richard, and Frank Youngman. "University of Botswana: A National University in Decline?" In Flagship Universities in Africa, 17–55. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49403-6_2.

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Lee, Molly N. N., and Suk Ying Wong. "University Education for National Development." In International Handbook of Educational Research in the Asia-Pacific Region, 1207–20. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_83.

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McIlrath, Lorraine, and Ruth McMenamin. "National University of Ireland, Galway." In Embedding Service Learning in European Higher Education, 135–53. Abingdon, Oxon, ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315109053-9.

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Wilson, Jenny. "Artistic Research Within National Research Policy." In Artists in the University, 83–105. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5774-8_5.

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Douglass, John Aubrey. "Considering National Context and Other Variables." In The New Flagship University, 103–12. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137500496_4.

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M. Thetsane, Regina. "Entrepreneurship Education: Remedy to Graduates’ Unemployment in Sub-Saharan Countries." In Unemployment - Nature, Challenges and Policy Responses [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.1001450.

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Abstract Entrepreneurship Education is one of the most current method for increasing the quality and number of entrepreneurs, resulting in employment creation and economic empowerment of graduates.This chapter describes the importance of Entrepreneurship Education in remedying unemployment particularly in developing countries, such as Lesotho. The National University is used as a case study because it has recently introduced Entrepreneurship Education for all the university faculties with the aim to reduce high unemployment rate faced by graduates in Lesotho. The results of the secondary literature review depict that there is more pressure on universities to implement Entrepreneurship Education practices in their curriculum to combat high unemployment rate amongst the graduates. Research has shown that entrepreneurship education plays a vital role in unemployment reduction and support wealth creation, therefore, it becomes mandatory for all universities to ensure full implementation of the programme and skill acquisition in training students not just in theory but in practice. It is recommended that Government policies should put in place policies that will promote entrepreneurship and SMME’s in Lesotho.
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Conference papers on the topic "National University of Lesotho"

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Mphatsi, Lebajoa. "Technology-enhanced learning through Sakai (Thuto) at the National University of Lesotho." In 2017 IST-Africa Week Conference (IST-Africa). IEEE, 2017. http://dx.doi.org/10.23919/istafrica.2017.8102314.

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Zengeya, Theressa Madzingesu, Gregory Alexander, and Desiree Pearl Larey. "CONSIDERATIONS OF TALENT MANAGEMENT IN RETENTION OF ACADEMICS IN THE NATIONAL UNIVERSITY OF LESOTHO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end127.

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The aim of the study was to examine the contribution of talent management practices at the National University of Lesotho in the retention of talented academics. The university has immense competition within the local, regional and international labour market. It isthreatened by high mobility and low retention of highly qualified staff, which has affected the quality of learning, especially postgraduate programmes. The study employed Bourdieu’s social theory and Adam’s theory of equity as a theoretical lens to understand talent management practices to retain talented academics. Bourdieu’s theory was used to offer insight on the various forms of capital, and how the capitals could be instrumental in the design and implementation of talent management practices in order to increase retention of talent in universities. In this study ‘talent’ is used to refer to holders of doctorates, associate professors and professors or researchers of new information and theories and inventors of new technology with great potential to make a significant impact on the university’s productivity. A literature review was undertaken to examine how the social theory of Bourdieu, particularly the conversion of different kinds of capital (symbolic capital) are used by the university to recognise the value of talented academics in order to retain these academics. Following a qualitative methodology and purposive sampling, data was generated through semi-structured interviews and document analysis to advance a critical and interpretive understanding of the perspectives of talent management from both management and talented academics in the university. Thematic analysis was used to synthesise the data. The data from fourteen (14) participants composed of management and academics revealed that, though the university is implementing talent management practices, it does not have an official and structured talent management program, which is imperative in retaining academics. This study concludes by advocating the design and implementation of a formal, contextual and structured talent management framework, in consultation with all key stakeholders, in order to increase retention of talent academics in the National University of Lesotho.
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Mallinson, Brenda. "Building Online Education Capacity during a Pandemic - from Concept to Action in Developing Regions." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4780.

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This paper describes a learning journey which started with a COL-supported webinar series addressing ‘Learning Design leading to Sensitisation for Online Course Development using OER’. The webinar OER materials were hosted on Moodle and required participants to complete a series of related online activities interspersed between the synchronous sessions. The high-level output of this stage was the drafting of an institutional, faculty, or departmental action plan to propagate deeper understanding and new skills at an institutional level. The second stage was the refinement of these Action Plans using a Results-Based Management approach, with the third stage being the COL-supported implementation of these plans. // In a COL collaboration with the Southern African Development Community Centre for Distance Education (SADC-CDE), the first cohort of 39 participants were drawn from four educational institutions: College of Open Schooling (COS) at Botswana Open University (BOU); Institute for Adult Education (IAE) in Tanzania; Lesotho Distance Teaching Centre (LDTC); and Namibia College of Open Learning (NAMCOL). COS BOU, LDTC, and NAMCOL continued this journey through to the final (3rd) implementation stage. // A revised webinar programme was repeated for the West African Sub-region (WASR) under a COL collaboration with the Regional Training and Research Institute for Distance and Open Learning (RETRIDOL). This involved 39 participants from Cameroon, Ghana, Sierra Leone, and the Gambia, drawn from educational institutions and national education ministries. Although this cohort did not progress to the 2nd stage of action plan refinement supported by COL, intentions were to refine plans at a national level for the WASR States. // Throughout the webinar series regular online reflections were encouraged using the Moodle blog, and a final reflection based on the Brookfield Critical Incident Questionnaire was undertaken at the conclusion of each cohort experience. Useful feedback was obtained indicating factors that sparked engagement and what constituted challenges for each cohort. // Finally, findings relating to the two cohorts’ engagement and experience of their journeys are presented, and achievements of participating institutions and countries with reference to their goals and plans are recognised. Lessons learned by the project leader and collaborators are identified, and potential improvements suggested. The projects took place during the Covid-19 pandemic within which all participating institutions and the facilitator were in lockdown in their home countries (2020/2021) and experienced associated challenges.
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Zaitcev, Roman M. "International Teacher Training University Establishment Experience." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.147.

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Shotylo, Denis M. "Information Support Of Digital Transformation Of University." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.114.

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Yudina, Tatyana. "University Information System RUSSIA." In the 2006 national conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1146598.1146753.

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Sklyarov, Kirill A. "Model Of Continuing Education In Context Of Digital Transformation Of University." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.117.

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Egorova, Тatyana Е. "Methods Of Student Psychological Culture Development – Future Specialists In The University." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.119.

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Ibrahim, Meram, Banan Mukhalalati, Majdoleen Al alawneh, and Ahmed Awaisu. "Qatar National Vision 2030." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0226.

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Introduction: The United Nations launched the Sustainable Development Goals in 2015. One of these goals describes achieving a Universal Health Coverage by 2030. This signifies workforce planning in healthcare professions (United Nations, 2015). The International Pharmaceutical Federation (FIP) published reports about pharmacy workforce planning in several countries. However, data about Qatar was not included in these reports. In 2017, FIP developed a transformational roadmap of pharmaceutical workforce and education. One component of the roadmap is the Pharmaceutical Workforce Development Goals (PWDGs) (International Pharmaceutical Federation, 2016). This research aims to conduct a self-assessment of the pharmaceutical workforce and education in Qatar in relation to the FIP’s PWDGs. This will be followed by prioritization of the identified gaps and recommendation of measures to address them. Methods: Three rounds of conventional Delphi technique (Hasson et al., 2000) are conducted with expert panels in the College of Pharmacy at Qatar University and the Ministry of Public Health, utilizing the FIP’s self-assessment survey. Content analysis is used to analyse and prioritize the identified gaps. Results: The lack of competency framework (PWDG5), workforce data (PWDG12), and workforce policy formation (PWDG13) are the three major gaps in the provision of pharmaceutical workforce and pharmacy education in Qatar, influencing other PWDGs. These gaps need to be addressed by the formation of Qatari Pharmaceutical Association through which academic, practice, and policymaking sectors can work together in developing a health workforce intelligence system. Conclusion: The results indicated that PWDGs are interrelated and a gap in one goal can negatively influence others (Bruno et al., 2018). Results and recommendations of this research will facilitate the implementation of strategic plans across leading pharmacy sectors to meet health needs in Qatar and achieve the third pillar of the Qatar National Vision 2030 “A Healthy Population: Physically and Mentally” (General Secretariat for Development, 2008).
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Mazarchuk, Andrii, Constantin Belovsky, and Tetiana Zavgorodnia. "Information system "Electronic University": the experience of Khmelnytskyi National University." In Proceedings of the 6th International Conference on Strategies, Models and Technologies of Economic Systems Management (SMTESM 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/smtesm-19.2019.93.

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Reports on the topic "National University of Lesotho"

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Chakkar, Saena, Arnold Hendrikse, and Melline Somers. National factsheet University Colleges. ROA, 2024. http://dx.doi.org/10.26481/umarof.2023008e.

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Bingham, C. R., J. D. Richards, and B. Zimmerman. University of Tennessee, University of Maryland, and Oak Ridge National Laboratory. Office of Scientific and Technical Information (OSTI), August 1995. http://dx.doi.org/10.2172/166392.

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Zollinger, Michael S. Los Alamos National Laboratory Utah Valley University Recruiting. Office of Scientific and Technical Information (OSTI), January 2018. http://dx.doi.org/10.2172/1417834.

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Qualters, Irene. University of Toledo National Lab Day: HPC Plenary Panel. Office of Scientific and Technical Information (OSTI), November 2019. http://dx.doi.org/10.2172/1573978.

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Bunsen, James. Working at Los Alamos National Laboratory Idaho State University. Office of Scientific and Technical Information (OSTI), September 2021. http://dx.doi.org/10.2172/1821341.

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Whitacre, Jay, Anna Siefken, and Morgan Bazilion. Workshop: Forming a National Consortium of University Energy Centers. Office of Scientific and Technical Information (OSTI), July 2021. http://dx.doi.org/10.2172/1821911.

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Jung, Seyoung, Ho-young Lee, Haeun Lee, Ilha Yune, Da Som Me Park, Luis Tejerina, and Donghyun Kang. The Digital Transformation of Seoul National University Bundang Hospital. Inter-American Development Bank, March 2024. http://dx.doi.org/10.18235/0005682.

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This case study underscores the significance of digitalization in healthcare, exemplified by Korea's successful integration of electronic health record (EHR) systems, which has markedly enhanced clinical services quality and efficiency. Focusing on the Seoul National University Bundang Hospital (SNUBH), a leading national multispecialty academic medical center in Korea, the case study details the hospital's journey towards digitalization through the implementation of its interoperable EHR system, BESTCare. Through focus group interviews with field-deployed staff, the study reveals the critical factors for successful digital transformation in hospital management, including leadership investment decisions and the engagement of end-users from the outset. The gradual yet significant benefits of digital transformation, such as cost efficiency and clinical quality improvements, are highlighted, along with the adaptability of digital tools in crisis situations like the COVID-19 pandemic. The study concludes with the documented impacts of BESTCare and other digital tools on care quality and efficiency, suggesting that similar digital transformation efforts in Latin America and the Caribbean could lead to significant health outcomes improvements while maintaining current healthcare spending levels.
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Orrnert, Anna. Review of National Social Protection Strategies. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/k4d.2021.026.

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This helpdesk report reviews ten national social protection strategies (published between 2011-2019) in order to map their content, scope, development processes and measures of success. Each strategy was strongly shaped by its local context (e.g. how social development was defined, development priorities and existing capacity and resources) but there were also many observed similarities (e.g. shared values, visions for social protection). The search focused on identifying strategies with a strong social assistance remit from the Middle East and North Africa (MENA), Sub-Sarahan African and South and South-East Asian regions1 (Latin America was deemed out of scope due the advanced nature of social protection there). Examples from Sub-Saharan Africa are most widely available. Few examples are available from the MENA region2 – it may be that such strategies do not currently exist, that potential strategy development process are in more nascent stages or that those strategies that do exist are not accessible in English. A limitation of this review is that it has not been able to review strategies in other languages. The strategies reviewed in this report are from Bangladesh (2015), Cambodia (2011), Ethiopia (2012), Jordan (2019), Kenya (2011), Lesotho (2014), Liberia (2013), Rwanda (2011), Uganda (2015) and Zambia (2014). The content of this report focuses primarily on the information from these strategies. Where appropriate, it also includes information from secondary sources about other strategies where those original strategies could not be found (e.g. Saudi Arabia’s NSDS).
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Hane, G. J., and R. A. Hutchinson. Stirling engine research at national and university laboratories in Japan. Office of Scientific and Technical Information (OSTI), September 1987. http://dx.doi.org/10.2172/6232903.

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Prasad, Deepak. The Impact of Blended Learning at the Fiji National University. Commonwealth of Learning (COL), November 2022. http://dx.doi.org/10.56059/11599/4749.

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Blended learning has been an on-going mode of teaching and learning along with fully face-to-face and online modes at the Fiji National University (FNU) since the university adopted Moodle and other technological tools. However, online and blended learning became more significant in April to November 2021, when the university closed as part of the national disease control measures in the face of the Covid-19 pandemic. As part of the technology-enabled learning supported by the Commonwealth of Learning at FNU a study on the impact of blended learning was conducted to assess the university’s use of blended learning and its impact on student learning experiences and academic achievement. Students’ attitudes towards blended learning and the relationship between blended learning and students’ grades were examined. The results of the survey indicated that the majority (84%–93%) of the students perceived blended learning positively, with most (89%–92%) reporting that their teachers played a positive role in their learning and took an interest in their learning. A comparison of the students’ grades between blended and non-blended learning courses showed mixed results: a difference in the grades was noted in six courses (40%) but in nine other courses (60%), there was no significant difference. Overall, students had a positive opinion of the blended learning environment as it provided them with opportunities to learn when, where and at a pace that suited them.
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