Herder identity in Lesotho: implications for non-formal education

Turning the herding lifestyle into a learning opportunity: Experiences from Lesotho

“…This is because animal husbandry forms the main livelihood source for rural communities as opposed to the formal labour market opportunities that the urban-based citizenry has. Pitikoe and Preece (2016) agree with the Ministry of Education and Training (MoET 2005) that most Basotho males assume the herding role at a very tender agefrom as young as 3 years, when they are legally expected to begin their pre-primary education. For Basotho males, livestock herding satisfies both the social and economic needs.…”

“…In Lesotho and elsewhere in the world, males are culturally socialised as providers for their families; hence they become the first-line resort to look up to when families become financially incapacitated (Pitikoe & Preece 2016). Pitikoe (2016), Ratau (1988), Morojele (2009) and Makoa and Zwilling (2005) are in agreement that the age at which herding begins and the sociocultural perception of herding coupled with poverty bear heavily on male Basotho's access to education, such that for them herding is an important remedy for addressing immediate needs while the benefits of education are enjoyed at a later stage in life.…”

“…The Government of Lesotho (2015) further posits that the most poverty-stricken sectors of the population are the elderly and the youth aged between 15 and 35 years old. Pitikoe and Preece (2016; echo (Pitikoe & Morojele 2017) that the patriarchal nature of Basotho reinforces gendered social roles and responsibilities, where males are associated with leadership roles and the responsibility to protect and provide for their families, in the process placing livestock herding in the male domain. Basotho associate herding with wealth and masculinity identity construction that every male Mosotho strives for (Pitikoe 2017).…”

Indigenous knowledge/s of survival: implications for lifelong learning among the Basotho herding fraternity

“…(Dyer, 2014;Seno & Tome, 2013). The semi-nomadic nature of herding, and the inaccessible herding topography, limit access to social services such as education and basic health facilities for herders because mainstream provisions and policy making do not cater for herding (Makoa & Zwilling, 2005;Pitikoe, 2016;Pitikoe & Preece, 2016). However, the herders are intelligent-as evidenced by their resilience amidst uncomfortable and precarious circumstances.…”

“…However, the herders are intelligent-as evidenced by their resilience amidst uncomfortable and precarious circumstances. Stories on herding in Lesotho outline how males are initiated into herding at a young age, for example, six years old to look after sheep, goats, and calves within a reasonable distance from home (Pitikoe, 2016;Pitikoe & Preece, 2016) under a close mentorship of the elders. Generally, herding know-how skills are acquired informally through oral transmission from the elders and family members, and continue to be passed on, mainly orally, from one generation to the next.…”