Free but inaccessible primary education: A critique of the pedagogy of English and Mathematics in Lesotho |
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| Authors: | Francina Moloi Nomusic Morobe James Urwick |
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| Institution: | aFaculty of Humanities, National University of Lesotho, P.O. Roma 180, Lesotho;bFaculty of Education, National University of Lesotho, P.O. Roma 180, Lesotho;cAcademic Planning and Research Unit, Lesotho College of Education, P.O. Box 1393, Maseru 100, Lesotho |
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| Abstract: | The Free Primary Education programme in Lesotho has enabled nearly all children to attend primary school, but the prevailing pedagogy denies or restricts the opportunities of these children for effective learning. This paper focuses on the theme of the inaccessibility of learning in the key subjects of English and Mathematics, reporting recent research. Some of the major problems identified are specific to each subject, while others are common to both. Referring to previous theoretical and empirical work on primary education in developing countries, the paper identifies the major factors shaping restrictive pedagogy in Lesotho. |
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| Keywords: | Developing countries Educational policy Pedagogy Primary education |
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