Journal articles: '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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Rasoaisi, Lereko, and Kalebe M. Kalebe. "Determinants of Financial Literacy among the National University of Lesotho Students." Asian Economic and Financial Review 5, no. 9 (2015): 1050–60. http://dx.doi.org/10.18488/journal.aefr/2015.5.9/102.9.1050.1060.

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Nketekete, Malefetsane Elliot, and Mamoeletsi Limakatso Mojalefa. "A Critical Review of the National University of Lesotho Anti-Plagiarism Policy." Business and Management Horizons 9, no. 1 (June 23, 2021): 40. http://dx.doi.org/10.5296/bmh.v9i1.18787.

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Globally, higher education institutions (HEIs) adopt different strategies to curb plagiarism, which undermines the integrity of educational qualifications issued by these institutions. One of the key strategies adopted by HEIs is the development of anti-plagiarism policies. Emerging research from literature do indicate that effective strategies are educational and developmental intended to equip students with skills of acknowledging materials from other sources. Further, research indicates that anti-plagiarism policies reinforce negative attitudes towards plagiarism, hence adopting punitive strategies against the would-be perpetrators. The study reviewed the National University of Lesotho (NUL) anti-plagiarism policy, to determine the type of messages and discourses the policy communicates to its users. The study used document analysis, using the NUL anti-plagiarism policy as the unit of analysis. Content and discourse analysis were applied as research techniques. The study revealed that the policy communicated punitive and moral discourses. These discourses undermine the developmental aspects of academic writing. The study recommends the review of the policy to include educational and developmental discourses that would encourage that students’ academic writing is developed. Further, the University should review its policy not only to address students but members of staff.

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Nyeko, Janet A. "The experience of the Institute of Southern African Studies, National University of Lesotho in publishing, marketing and distributing internationally." African Research & Documentation 73 (1997): 39–42. http://dx.doi.org/10.1017/s0305862x00014540.

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How does an academic publisher identify and reach its intended market? This is especially important when, because of the nature of the publications and a small national market (one university), most of the publications are sold to or exchanged with institutions in northern Europe and America. Also, most of the research, out of which the publications originate, is funded by donor agencies in those countries. The aim of this paper is to discuss how the Institute of Southern African Studies (ISAS) markets and distributes its publications, especially to the developed North. To do so it is necessary to describe briefly how ISAS operates, its publications’ objectives and the clienteles it aims to serve. It is also necessary to assess the marketing strategy.The Institute of Southern African Studies was established in 1979 to be the research centre of the National University of Lesotho. Its main aim is to promote and coordinate. research on a variety of issues. However, the emphasis is on policy-related and development-oriented research on Southern Africa, and Lesotho in particular.

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Nyeko, Janet A. "The experience of the Institute of Southern African Studies, National University of Lesotho in publishing, marketing and distributing internationally." African Research & Documentation 73 (1997): 39–42. http://dx.doi.org/10.1017/s0305862x00014540.

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How does an academic publisher identify and reach its intended market? This is especially important when, because of the nature of the publications and a small national market (one university), most of the publications are sold to or exchanged with institutions in northern Europe and America. Also, most of the research, out of which the publications originate, is funded by donor agencies in those countries. The aim of this paper is to discuss how the Institute of Southern African Studies (ISAS) markets and distributes its publications, especially to the developed North. To do so it is necessary to describe briefly how ISAS operates, its publications’ objectives and the clienteles it aims to serve. It is also necessary to assess the marketing strategy.The Institute of Southern African Studies was established in 1979 to be the research centre of the National University of Lesotho. Its main aim is to promote and coordinate. research on a variety of issues. However, the emphasis is on policy-related and development-oriented research on Southern Africa, and Lesotho in particular.

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Kolobe, Dr ’Maboleba, and Dr ’Madira Thetso. "Language use by tertiary students: The case of the National University of Lesotho." LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya 16, no. 2 (August 9, 2019): 157–74. http://dx.doi.org/10.30957/lingua.v16i2.598.

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This study interrogates the use of language by students at tertiary. It focuses on students’ interactions with one another outside classroom setting. The study hypothesizes that the language used by university students display richness and yet complexity of human language. In focus groups, third year students were requested to give words which according to them have acquired new meanings on campus as compared to their common use anywhere else. Thus, such words should be believed to have their ‘campus’ meaning versus their ‘home’ meaning on the basis that their campus meanings might only be understood amongst university students while at the same time would be given a different meaning when used outside the university. Content analysis was done drawing on the underpinnings of communicative competence and componential theory of creativity frameworks. Data yielded significant patterns of language use including polysemy, among tertiary students; therefore, the study concludes that students’ exploitation of language is attributive of their communicative competence and creativity.

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Kali, Moeketsi. "SITUATING CIVIL SOCIETY IN DEMOCRATIC CONSOLIDATION IN LESOTHO." Journal of Public Administration and Development Alternatives 5, no. 2 (September 1, 2020): 1–17. http://dx.doi.org/10.55190/zsdg1347.

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Civil society is not only capable of helping start the transition to democracy but also able to help deepen democracy. Based on this premise, this article examines the role of civil society in the process of democratic consolidation in Lesotho. It aims to situate civil society in the entire process and efforts of consolidating democracy. To accomplish this endeavour, this article extensively examines the available relevant literature and data by relying on discourse analysis. It establishes that civil society in Lesotho plays a significant role in consolidating democracy through diverse activities such as advocacy, aggregation of interests, lobbying, and provision of civic education. Social protests are found to be one of the most preferred approaches of influencing policy in the direction of democratic consolidation, especially when the government is unresponsive to public needs. The article also revealed that in many instances, the government of Lesotho abuses its powers by violating civil and political rights. This behaviour seems to be the main impediment to democratic consolidation since civil society is largely assuming its role in the country. The article suggests that civil society should do more to deter the state’s abuse of power while the government should refrain from perpetuating human rights violations so as to enable the country’s democracy to consolidate. Keywords: Civil society, Christian Council of Lesotho, Democratic consolidation, Transformation Resource Centre, National University of Lesotho.

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Edith Moloantoa, Mateko, and Nirmala Dorasamy. "Job satisfaction among academic employees in institutions of higher learning." Problems and Perspectives in Management 15, no. 3 (October 27, 2017): 193–200. http://dx.doi.org/10.21511/ppm.15(3-1).2017.03.

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The factors affecting job satisfaction of academic employees, with specific reference to the National University of Lesotho (NUL) were analysed. Understanding the factors that affect academic performance is pivotal for satisfactory levels of performance by higher education institutions. Satisfactory working conditions at universities like NUL can provide the impetus to attract well qualified academics. Six areas pertaining to working conditions, relationship with colleagues, access to resources, job security, recognition and advancement were focused on analyzing job satisfaction among academic employees at the National University of Lesotho. A concurrent approach of both quantitative and qualitative techniques was used. The target population of 156 respondents completed a 5-point Likert scale questionnaire. Quantitative data were analyzed using SPSS, version 22.0, while thematic analysis was used to analyse qualitative data. The findings of the study highlighted salaries as a factor influencing job satisfaction. Further, insufficient financial resources to support teaching, learning and research at the NUL impacted job satisfaction. Over and above dissatisfaction with benefits, allowances, lack of equipment, as well as poor institutional management, there was collegiality with heads of departments, working as a team. The findings are valuable to university administrators and academics to consider for improving job satisfaction among employees.

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Thomas, Harold G. "Developing a strategic plan: a case study from the National University of Lesotho." Higher Education Policy 11, no. 2-3 (June 1998): 235–43. http://dx.doi.org/10.1016/s0952-8733(98)00010-5.

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Ekanjume-Ilongo, Beatrice. "Motivation for the naming of student residences at the National University of Lesotho." Nomina Africana: Journal of African Onomastics 32, no. 1 (July 19, 2018): 01–10. http://dx.doi.org/10.2989/na.2018.32.1.1.1320.

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Letsoela, Puleng Makholu. "Interacting with Readers: Metadiscourse Features in National University of Lesotho Undergraduate Students’ Academic Writing." International Journal of Linguistics 5, no. 6 (January 24, 2014): 138. http://dx.doi.org/10.5296/ijl.v5i6.4012.

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Olatokun, Wole, and Tsoenyo Julia Ntemana. "Information and Communication Technology (ICT) Use by Lecturers at the National University of Lesotho." Indian Journal of Library and Information Science 9, no. 1 (2015): 5–23. http://dx.doi.org/10.21088/ijlis.0973.9548.9115.1.

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Preece, Julia, David Croome, Mankatso Ntene, and Nomazulu Ngozwana. "Nurturing lifelong learning in communities through the National University of Lesotho: prospects and challenges." International Journal of Lifelong Education 30, no. 6 (December 2011): 713–32. http://dx.doi.org/10.1080/02601370.2011.624645.

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Khaola, Peter P. "Explaining performance in the Postgraduate Diploma in HRM at the National University of Lesotho." International Journal of Management Education 10, no. 3 (October 2012): 215–22. http://dx.doi.org/10.1016/j.ijme.2012.09.001.

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Elsie Seotsanyana, 'Malimpho, and Mafa Maiketso. "Impact of Rurality on Students’ Educational Transition in Lesotho." Humanities and Social Science Research 2, no. 4 (November 26, 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 that are situated in the rural areas. The purpose of the research study was to find out whether studying at the university has an impact on the students who have transited from secondary education in the rural areas and whether university education assists and prepares them to achieve their intentions and to reach a successful outcome. A purposively selected number of eleven (11) students from the rural areas formed the sample of the study. A one question questionnaire was designed to collect information on the students’ experiences from their NUL studies in relation to the transition from secondary education to higher education. An interpretative analysis was employed to unveil the results of the study. The research study finds that the students have deficiencies. Secondary education has not moulded them to have a sudden engagement with their studies in higher education. Many of them still require further training in study skills in order to cope with the academic demands of higher education. It is therefore recommended that NUL should have a programme that serves as a bridge between secondary and higher education.

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Thetsane, Regina. "The Validity and Reliability of Student Evaluation of Teaching at the National University of Lesotho." International Journal of African Higher Education 8, no. 1 (April 18, 2021): 139–57. http://dx.doi.org/10.6017/ijahe.v8i1.13367.

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Many Higher Education Institutions use the Student Evaluation of Teaching (SET) scale to evaluate the quality of instructors’ teaching. It includes students’ evaluation of the teacher, the teaching process, teaching approaches and the learning outcomes. Due to its reported dubious reliability and validity, and inherent bias in measuring the quality of teaching, SET remains a hotly debated and controversial instrument. This study evaluated thereliability and validity of the SET scale adopted by the National University of Lesotho. Self-administered SET questionnaires were distributed to 104 third- and fourth-year Bachelor of Commerce students to evaluate ten lecturers, resulting in 751 assessment records. The data were analysed using the Statistical Package for the Social Sciences (SPSS) and Partial Least Squares Structural Equation Modelling (PLS-SEM). While the findings suggest that the SET instrument used at the university is reasonably reliable and valid, minor concerns were raised with regard to discriminant validity, and serious concerns in relation to content validity. Based on the existing literature and the psychometric properties of this SET instrument, it is recommended that university management exercise caution in using its results to make evaluative personnel decisions such as promotions, confirmations, and dismissals. It is also recommended that the SET instrument should be revised and validated and be primarily used for formative purposes such as obtaining feedback for the development of individual instructors. Key words: formative assessment, reliability, student evaluation of teaching, summative assessment, validity

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Ekanjume-Ilongo, B., and M. Morato-Maleke. "Error analysis in the essays of second year students of the National University of Lesotho." Journal of African Languages and Literary Studies 1, no. 1 (April 15, 2020): 71–91. http://dx.doi.org/10.31920/2633-2116/2020/1n1a4.

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Nketekete, Malefetsane, and Mamoeletsi Limakatso Mojalefa. "Exploring Open and Distance Learning Reform at the National University of Lesotho: A Managerial Perspective." International Review of Research in Open and Distributed Learning 22, no. 4 (November 22, 2021): 41–52. http://dx.doi.org/10.19173/irrodl.v22i4.6283.

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This study investigated how open and distance learning (ODL) reform was managed within the Institute of Extramural Studies (IEMS), at the National University of Lesotho (NUL). The reform was introduced during the 2017/18 academic year with first-year programmes in three departments: (a) Adult Education; (b) Business and Management Development; and (c) Research, Evaluation, and Media. The study employed interviews and analysis of institutional documents as data collection techniques. Interviews were held with eight programme coordinators, four department heads, and the director of IEMS. Purposive sampling was used to select the participants to the study given their strategic position in the management and implementation of the reform. Qualitative content analysis was used to interpret the data. The findings suggested that the ODL programmes were introduced without a policy and comprehensive plan. The implementation faced several challenges such as finance, as well as infrastructural and human resources. Evidence from the literature has suggested that compared to face-to-face strategy, ODL as an educational strategy requires special resources, support, and funding. Thus, curricular materials should be adapted for the ODL context, taking into account students’ characteristics. The study found that these pertinent requirements were not considered, and implementation continued as if the reform still constituted face-to-face or campus-based instruction.

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Tlali, Tebello. "Developing Professionalism through Reflective Practice among Pre-Service Teachers at the National University of Lesotho." Africa Education Review 16, no. 3 (September 11, 2018): 117–29. http://dx.doi.org/10.1080/18146627.2017.1390396.

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Hapazari, Josphine, and Thope A. Matobo. "‘Maids are Stressful but Indispensable’ : Experiences of Employers of Domestic Workers." Africa Insight 51, no. 1 (March 22, 2023): 1–16. http://dx.doi.org/10.4314/ai.v51i1.1.

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The study explores career women’s experiences and seeks to understand their predicament in their daily interactions with domestic workers. It also highlights the tensions between employers and employees, given that they belong to different economic worlds. Domestic workers have a high turnover which frustrates their employers, who then find it difficult to increase wages to acceptable rates beyond the stated amounts. Drawing from in-depth interviews with 14 employers of domestic workers, this qualitative study explores the experiences of these employers utilising the National University of Lesotho as the research site. The study confirmed the interdependence of employers and domestic workers. The study also unearthed that the employment relationship between employers and domestic workers is complex and often crammed with mistrust, ill-treatment, and stress, but also relief and support. There is a need for the Lesotho government to monitor domestic work policies to avoid exploitation and abuse, which prevail in the interrelationship of employers and employees in this sector.

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MORATO-MALEKE, ʼMATŠITSO EUGENIA, and LEHLOHONOLO SAMUEL PHAFOLI. "The Use of Nominal Subordinate Clause as a Syntactic Complexity Measure by Some National University of Lesotho Students." International Journal of Linguistics, Literature and Translation 3, no. 11 (November 30, 2020): 177–87. http://dx.doi.org/10.32996/ijllt.2020.3.11.17.

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The paper explores the use of nominal subordinate clause as a syntactic complexity measure in some examination scripts of the National University of Lesotho (NUL) fourth year students. The study is based on the employment of the interpretivist paradigm as well as descriptive and case study designs. Data was collected from the students’ essays in the (2016/2017) examination papers and analysed qualitatively, following the Transformational Generative Grammar (TGG) and the Cognitive Grammar (CG), both of which formed the theoretical frameworks for the study. The paper shows that NUL students have a reasonably high level of syntactic complexity with the use of nominal subordinate clause.

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Mtshali, Ntombifikile G., Isabel Nyangu, Nthabiseng Molise, Lineo Tsekoa, Mamotsamai Ranneileng, Malihaelo C. Qhobela, and Ntsoaki Ralejoana. "Establishing the context for a Master degree programme in Nursing at the National University of Lesotho." International Journal of Africa Nursing Sciences 10 (2019): 102–9. http://dx.doi.org/10.1016/j.ijans.2019.02.002.

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Muringani, Bertha, and Maboleba Kolobe. "Introducing University First Year Students to Academic Writing: Salient Issues." Journal La Edusci 5, no. 2 (May 29, 2024): 72–81. http://dx.doi.org/10.37899/journallaedusci.v5i2.904.

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The present study investigated problems faced by first year students at the National University of Lesotho (NUL) as they try to adjust their writing into academic style. The research subjects were from the faculties of Humanities and Science and Technology. Data were collected from the students’ Communication and Study Skills (CSS) past examination papers (2018/2019). The study employed a descriptive design. A suitable analytical framework was crafted drawing from Appraisal and Metadiscourse theories. Also, some portions of the essays were analysed qualitatively to get a better understanding of the practices and also to identify common problems among students. The problems identified included citation incompetence, a limited repertoire of reporting verbs, poor academic writing style and some influence of creative writing. The study concluded that NUL first year students need more assistance to improve their academic writing skills and therefore recommended a number of solutions with more direct tutor intervention.

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Stapleton, T. J., and M. Maamoe. "An Overview of the African National Congress Archives at the University of Fort Hare." History in Africa 25 (1998): 413–22. http://dx.doi.org/10.2307/3172197.

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Located in the small town of Alice in South Africa's Eastern Cape Province, the University of Fort Hare (UFH) was established in 1916 and for many years was the only institution of higher education in sub-equatorial Africa which was open to black students. Therefore, among Fort Hare's alumni are well-known African nationalists and politicians such as Oliver Tambo and Govan Mbeki of the African National Congress (ANC); Robert Sobukwe, who founded the Pan-Africanist Congress (PAC); Mangosuthu Buthelezi of the Inkatha Freedom Party (IFP); Eluid Mathu, who was the first African member of the Kenya Legislative Council,;President Robert Mugabe and Herbert Chitepo of Zimbabwe; Prime Minister Ntsu Mokhehle of Lesotho; former Prime Minister Fwanyanga Mulikita of Uganda; and many others. While Fort Hare was taken over by the apartheid government in 1959 and incorporated into a network of ethnic universities within the homeland system, from the 1960s to early 1990s various banned liberation movements were active on campus and students periodically clashed with security forces. As a result, “[i]t is thus not surprising that with its venerable history of resistance and struggle, the UFH was chosen to be the repository of most of the archives of the Liberation Front.”

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Ekanjume-Ilongo, Beatrice. "The Teaching of English as a Second Language: The Case of the National University of Lesotho (NUL)." Journal of Language Teaching and Research 6, no. 6 (November 7, 2015): 1157. http://dx.doi.org/10.17507/jltr.0606.01.

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Sepiriti, Sepiriti. "INVESTIGATING THE EFFECTS OF USING THUTO LEARNING MANAGEMENT SYSTEM: A CASE OF THE NATIONAL UNIVERSITY OF LESOTHO." International Journal of Online and Distance Learning 2, no. 1 (August 11, 2021): 1–14. http://dx.doi.org/10.47604/ijodl.1336.

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Purpose: This article aims at investigating the effects of solely using Thuto learning management system on NUL students while traditional interactions were temporarily postponed. Methodology: This study adopted a qualitative inquiry and the DeLone and McLean Model of Information Systems with the aim of gaining deeper understanding about the effects brought by the new way of learning at the university amid threats posts by the covid-19. Free attitude interviews were used to generate data from conveniently selected NUL students. Findings: The study revealed that though Thuto is ideal during this Covid-19 era because learning still happens, it has many challenges that needs to be addressed, they include the following; not being interactive, inaccessible and reduced students motivation. Unique Contribution to theory and practice: Given the challenges revealed, it is recommended that efforts have to be made to improve the efficiency and the reliability of Thuto learning management system and that, lecturers should use other online learning platforms that are more interactive. Keywords; Thuto learning management system, NUL, Students, Covid 19, Effects

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Seotsanyana, 'Malimpho Elsie. "The Effectiveness of NUL Programmes in Creating the Social Resposibility." Humanities and Social Science Research 3, no. 3 (September 1, 2020): p21. http://dx.doi.org/10.30560/hssr.v3n3p21.

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The employer’s views have been sought on the quality of the National University of Lesotho (NUL) programmes in relation to addressing the concept of social responsibility. The employers’ views were sought through observing the quality of performance of the NUL graduates at the workplace and at the community engagements. The NUL designed programmes that are expected to address the societal needs, hence the reason why it is important to find out whether the programmes that prepared the graduates for the workplace have a successful outcome. A total of 150 employers in the Lesotho Ministries of Education and Training as well as Local Government and chieftainship in three of the ten districts of Lesotho formed the sample of the study. A two part questionnaire with four point likert scale of strongly agree and strongly disagree; highly satisfied and highly dissatisfied was designed to find out information on the employers’ perceptions on the performance of the NUL graduates in relation to social responsibility. Frequency counts analysis with descriptive statistics was employed to indicate the results of the study. Research results confirmed that the NUL programmes have deficiencies in moulding all graduates with competence in social responsibility. It was observed that there were graduates that have achieved the social responsibility skills, but there are those graduates who still require further training on the issue of social responsibility. It is therefore recommended that the NUL should periodically review its programmes in order to prepare a well rounded graduate that could be a community developer.

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Mphunyane, Exinia, and Isabel Nyangu. "Attitudes and Practices of Women Towards Cervical Cancer Screening in Lesotho: A Descriptive Cross-Sectional Survey." American Journal of Nursing and Health Sciences 5, no. 3 (July 8, 2024): 51–57. http://dx.doi.org/10.11648/j.ajnhs.20240503.11.

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In 2020, Lesotho reported 541 new cases of cervical cancer and 362 women died. This study aimed to assess the attitudes and practices of women towards cervical cancer screening. A quantitative descriptive cross-sectional design was used to collect data from 289 participants who were selected using convenience sampling from 27 health facilities. Permission to conduct the study was obtained from the National University of Lesotho and the Ministry of Health (ID43-2022). The written informed consent was sought from the participants who took part voluntarily. Data were analyzed using the SPSS (Statistical Packages for Social Sciences) version (26). Respondents aged 30 to 34 years (94.0%) and above 35 years (95.9%) had positive attitudes towards cervical cancer screening. Fifty-one percent of the respondents had done cervical cancer screening. Respondents who had two (65.5%) and four to eight children (52.4%) and were employed (64.0%) had cervical cancer screening done before. Most of the respondents strongly agreed that cervical cancer screening detected cervical changes before they became cancerous (55%) and if found early, they are easily curable (56.7%), and made women know if they were healthy (58.8%). Healthcare professionals should conduct health education on cervical cancer and screening on a daily basis in health facilities to improve the uptake of cervical cancer screening.

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Siimane, Tšaletseng M. "An Exploration of Student-Student Connectedness and its Relationship to Learning in One Environmental Health Science Course, National University of Lesotho." British Journal of Contemporary Education 3, no. 2 (November 23, 2023): 43–57. http://dx.doi.org/10.52589/bjce-xuavvruz.

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Connectedness between students positively impacts the overall student experience and performance in higher education. This study aims to establish the perception of student-student connectedness and explore how connectedness relates to learning in a cohort of second year environmental health students at the National University of Lesotho. A descriptive cross-sectional study design was used, applying the mixed methods approach to collect data through a self-administered questionnaire and semi-structured key informant interviews. The population (n=31) responded to the questionnaire while stratified random sampling was used to select a 13% interview sample. Bivariate analysis results show that connectedness increased at the end of the semester. Furthermore, at the beginning of the semester, weak positive and negative relationships existed between connectedness and teaching-learning activities while stronger positive relationships dominated at the end of the semester. Teaching and learning methods should be varied and collaborative to improve connectedness among students.

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Khaola, Peter, and Tafara Ndovorwi. "Beyond the Theory of Planned Behaviour — Viewing Entrepreneurial Intent Through the Lens of Economic Powerlessness." Journal of Enterprising Culture 23, no. 04 (December 2015): 501–18. http://dx.doi.org/10.1142/s021849581550017x.

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Based on a sample of 400 subjects enrolled in business courses at the National University of Lesotho, the aim of this paper is to examine the influence of economic powerlessness on entrepreneurial intent. Correlation, hierarchical regression, stepwise regression and usefulness analyses are used to analyse data. The results reveal that economic powerlessness is not only negatively associated with entrepreneurial intent, but also accounts for the unique variance above that accounted for by demographic factors and the elements of theory of planned behaviour in the explanation of entrepreneurial intent. While subjective norm fails to influence entrepreneurial intent, attitude towards entrepreneurship and perceived behavioural control respectively are the strongest predictors of entrepreneurial intent in this paper. Implications for policy and education are discussed.

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Letsoela, Puleng Makholu, and Litsepiso Matlosa. "Lexical Semantic Errors in Undergraduate Students' Academic Writing." FOSTER: Journal of English Language Teaching 3, no. 3 (October 24, 2022): 172–84. http://dx.doi.org/10.24256/foster-jelt.v3i3.101.

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In language teaching and learning, the correct use of vocabulary in the target language is as important as the language's grammar. This study investigates lexical semantic errors in the academic writing of 4th-year undergraduate students at the National University of Lesotho. Using the random sampling method, ten Action Research reports were selected. Errors were identified and analyzed using Hemchua and Schmitt's (2006) classification. Findings in the study indicate that errors resulting from the confusion of sense relations were most frequent, followed by errors in collocation and translation errors. The study recommends that teaching communication skills courses offered at the year 1 level should include explicit vocabulary teaching to minimize semantic errors, which, as is argued, result in incomprehensible texts.

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Chang, Kiara, Emily Mayne, Anthony A. Laverty, Israel Agaku, and Filippos T. Filippidis. "Cigarette prices in eight sub-Saharan African countries in 2018: a cross-sectional analysis." BMJ Open 11, no. 10 (October 2021): e053114. http://dx.doi.org/10.1136/bmjopen-2021-053114.

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ObjectiveWhile the trend in smoking prevalence is decreasing worldwide, the number of male tobacco smokers is growing in Africa. This study compares the cigarette market in eight sub-Saharan African countries. This includes examining cigarette prices, pricing differentials, pack sizes and affordability at national and subnational levels.Design and settingA cross-sectional data analysis using data from the Data on Alcohol and Tobacco in Africa (DATA) Project. The DATA Project was centrally coordinated by project supervisors following a standardised protocol. University students were recruited to conduct data collection and a total of 22 347 retail cigarette price data points collected between June and August 2018 were analysed (including Botswana, Ethiopia, Lesotho, Namibia, Nigeria, South Africa, Zambia and Zimbabwe). Prices were converted to US$ and standardised to the price of a 20-cigarette pack.ResultsThis research found large price differentials within provinces/states, with the gap between medium and minimum prices per 20-cigarette pack exceeding 50% of the medium price in 18 out of 24 provinces/states. Single cigarettes were widely available, especially in Lesotho and Ethiopia. Results of multivariable regression suggest prices (per 20-cigarette pack) were lower for cigarettes sold in packs than single sticks (−US$0.27, 95% CI: −US$0.39 to −US$0.23) and lower in less populated areas (−US$0.28 in rural compared with urban settings, 95% CI: −US$0.41 to −US$0.15). Availability of cheaper single cigarettes (lower per unit price than packed cigarettes) were identified for Lesotho and South Africa.ConclusionsThese findings identify a varied picture in cigarette pricing in studied countries and suggest measures to tackle pricing differentials and availability of single sticks are warranted. These measures should counteract the potential health consequences of the increasing penetration of tobacco industry in these sub-Saharan African countries.

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Kolobe, Maboleba, and Beatrice Ekanjume. "Orthographic Analysis of Social Media Discourse: The Case of WhatsApp Messages of Undergraduate Students at the National University of Lesotho." Journal of Language and Literature 23, no. 2 (October 9, 2023): 321–33. http://dx.doi.org/10.24071/joll.v23i2.5798.

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This paper examined the orthography of words used by the National University of Lesotho undergraduate students on WhatsApp. Although language is regarded as a coherent and homogeneous system, it can also be studied in its variations across time and space and how it is actually used in social interaction. Youth immersion in the use of social media has successfully made the presence of the digital era to be felt not only in social life but also in communicative competencies. This paper recognised the youth linguistic creativity as a concept that characterised nomenclature of spelling conventions observed on social media. Using voluntary participatory approach, data was collected from undergraduate students majoring in English at the University who volunteered to share their WhatsApp posts for the purpose of this study. Data revealed that youths’ social media discourse featured different orthographic representations as a result of accent stylisation, substitution, acronym, hybrid, clipping, coalescence, onomatopoeic spellings and deletions. The paper concluded that youth social media discourse deviates from conventional spellings, and thus serves as a linguistic innovation from the part of the youths. It further concluded that social media discourse is a true reflection of language diversity in this digital era especially with regards to the language of the youth globally.

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Nenty, H. J., and M. V. Polaki. "Mathematics performance attributions of first year students enrolled in different areas of study at the National University of Lesotho." African Journal of Research in Mathematics, Science and Technology Education 9, no. 1 (January 2005): 67–77. http://dx.doi.org/10.1080/10288457.2005.10740578.

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Mushonga, Munyaradzi, and Heidi Hudson. "Power and Resistance: Struggles over Organisational Transformation and Restructuring at the National University of Lesotho in the 21st Century." Journal of Southern African Studies 46, no. 4 (July 3, 2020): 655–72. http://dx.doi.org/10.1080/03057070.2020.1794391.

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Tankiso, Motjope-Mokhali, Malaza Gcebile, and Simelane Lindiwe. "The Challenges Experienced by Students of the University of Eswatini and National University of Lesotho When Translating Kinship Terms between English, Siswati and Sesotho." Open Journal of Modern Linguistics 13, no. 06 (2023): 874–91. http://dx.doi.org/10.4236/ojml.2023.136051.

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Chele, MI. "An analysis of subject agreement errors in English: the case of third year students at the national university of Lesotho." Ghana Journal of Linguistics 4, no. 1 (July 23, 2015): 32. http://dx.doi.org/10.4314/gjl.v4i1.

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Tlali, Tebello Violet, and Som Pal Baliyan. "Gender, Age and Faculty Differences in Learning Practices among Undergraduates at the National University of Lesotho: Way Forward to Improve Learning." Creative Education 12, no. 10 (2021): 2253–76. http://dx.doi.org/10.4236/ce.2021.1210171.

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Moru, Eunice Kolitsoe. "EPISTEMOLOGICAL OBSTACLES IN COMING TO UNDERSTAND THE LIMIT OF A FUNCTION AT UNDERGRADUATE LEVEL: A CASE FROM THE NATIONAL UNIVERSITY OF LESOTHO." International Journal of Science and Mathematics Education 7, no. 3 (October 25, 2008): 431–54. http://dx.doi.org/10.1007/s10763-008-9143-x.

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Moru, Eunice Kolitsoe. "EPISTEMOLOGICAL OBSTACLES IN COMING TO UNDERSTAND THE LIMIT OF A FUNCTION AT UNDERGRADUATE LEVEL: A CASE FROM THE NATIONAL UNIVERSITY OF LESOTHO." International Journal of Science and Mathematics Education 7, no. 5 (June 17, 2009): 1057–59. http://dx.doi.org/10.1007/s10763-009-9168-9.

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George, Mosotho J. "Exploring the alternative sources of revenue for funding of public higher education in least developed countries - implications for National University of Lesotho." International Journal of Education Economics and Development 7, no. 3/4 (2016): 198. http://dx.doi.org/10.1504/ijeed.2016.082176.

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Journal articles on the topic 'National University of Lesotho'

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