Rural teachers’ views: What are gender-based challenges facing Free Primary Education in Lesotho?

Morojele, Pholoho

doi:10.15700/201503070738

Cited by 11 publications

(2 citation statements)

References 23 publications

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“…Admittedly, these disparities can lead to reduced educational and career opportunities for girls, limiting their prospects for a brighter future. In this regard, closing these gender gaps in education and promoting gender equality could be essential for achieving social justice and ensuring that all citizens have equal opportunities for personal and professional growth (Morojele, 2012).…”

Section: Gender Inequalitymentioning

confidence: 99%

“…The overarching goal has been to enhance the quality of education for national development, with a specific emphasis on social justice among others (Ministry of Education and Training [MoET], 2009). Notably, some positive outcomes of these efforts include the introduction of Compulsory and Free Primary Education (FPE) from 2000 to 2006 (Morojele, 2012). Additionally, the Lesotho Inclusive Education Policy of 2018 (LIEP 2018) was formulated, grounded in the principle of inclusive education that recognizes and supports diversity in all respects (MoET, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Crossing the River by Feeling Stones: Domesticating Christianity for Promoting Social Justice Competences in Lesotho’s Secondary Schools

Kurata

2023

Int. J. Res. Publ. Rev.

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There is a diversity of religions in Lesotho with Christianity being a dominant religion. The unique religious landscape along with pressing social justice challenges provide a backdrop for the study that explores an innovative approach to domesticating Christianity within the secondary school education system in Lesotho. The primary goal of this study is to foster social justice competences by adapting Christianity to address prevalent societal issues unique to Lesotho. Instead of teaching orthodox Christianity, the study suggests a process of domestication, promoting enduring competences that are relevant to the specific challenges in Lesotho. The study recommends an interfaith approach that accommodates all students while retaining their convictions. The study advocates for teacher training, community engagement, and a focus on universal principles of love, compassion, and justice, rather than specific Christian doctrine, to empower students to address real-world social issues while preserving religious and cultural diversity. In addition to presenting the proposed approach, the study highlights key considerations, including inclusivity and consultation with relevant stakeholders. These elements are essential to ensure the success of this innovative approach, which aims to harmoniously align Christianity with Lesotho's unique cultural and religious context while cultivating social justice competences.

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Section: Gender Inequalitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%