Abstract
The end of British colonial rule in 1966 provided an impetus for curriculum reform in Lesotho. Since then, a number of curriculum and assessment reforms have been attempted, albeit with a little success. In all cases, the aim has been to achieve the goals of education for national development. The Curriculum and Assessment Policy 2009 represents the latest education reform, which marks a departure from the subject and examination-oriented curriculum to a new dispensation wherein curriculum is organised into learning areas reflecting practical life challenges. In this paper, we analyse the content of this policy document in order to identify the underlying assumptions about curriculum, pedagogy and assessment focusing on secondary education. We take a critical perspective on policy analysis to uncover contradictions and paradoxes associated with the educational discourses being promoted by the document. We further discuss the implications of curriculum policy intentions of the document, highlighting opportunities and threats for educational development in Lesotho. Based on the findings of our review, we argue that although the new policy creates opportunities for personal growth of learners and economic development in Lesotho, there are threats and challenges, which can be detrimental to its successful implementation. Keywords : assessment; curriculum; curriculum integration; pedagogy; policy
Highlights
When examinations dominate curriculum, there is a likelihood that moves to introduce progressive practices may be stifled, unless there is a corresponding change in high-stake examinations (Cheng as cited in Carless, 2005:39).The argument articulated in the quotation above is relevant in Lesotho, where many attempts at curriculum reform have been constrained by the nature of the final public examinations, which have emphasised only cognitive skills (Ministry of Education, Sports and Culture, 1982)
Once organised according to certain content elements, should involve consideration of literal words in the text being analysed, including the manner in which these words are offered (Berg, 2007:307). Using this method of data analysis we focus on sections of the Curriculum and Assessment Policy document dealing with curriculum, pedagogy and assessment
The analysis of the curriculum and assessment policy, as presented in this paper, highlights a number of opportunities created by the new policy for education development in Lesotho
Summary
There is a likelihood that moves to introduce progressive practices may be stifled, unless there is a corresponding change in high-stake examinations (Cheng as cited in Carless, 2005:39). As defined in the policy document, the term integration refers to: the holistic view and treatment of issues related to intelligence, maturity, personal and social development of the learner for survival purposes and economic development of the nation as opposed to the compartmentalised subject-based form of instruction (MoET, 2009:15) This definition reflects the intention to make a curriculum more contextually relevant, by linking it with real life problems. These challenges are identified, in other national policy documents such as Vision 2020, Poverty Reduction Strategy and Education Sector Strategic Plan, as development needs of top priority This coherence between the new curriculum and assessment framework and the Lesotho national needs is likely to lead to successful implementation of the policy intentions at the level of curriculum documents and school implementation. The achievement of the goals of the new curriculum will depend on the ability of the stakeholders involved in curriculum development and implementation to interpret this policy in their specific contexts
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