Content analysis of the LGCSE Geography and Sesotho syllabi for alignment with the Lesotho Curriculum and Assessment Policy
The purpose of the study was to examine the alignment or misalignment between the Lesotho General Certificate of Secondary Education (LGCSE) programme and the Lesotho Curriculum and Assessment Policy (CAP), with a focus on Geography and Sesotho syllabi. The study employed content analysis of the two...
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| Format: | Article |
| Language: | English |
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Education Association of South Africa
2018-08-01
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| Series: | South African Journal of Education |
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| Online Access: | http://www.sajournalofeducation.co.za/index.php/saje/article/view/1481/778 |
| _version_ | 1797635599361900544 |
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| author | Mohaeka Raselimo Cornel George Thamae |
| author_facet | Mohaeka Raselimo Cornel George Thamae |
| author_sort | Mohaeka Raselimo |
| collection | DOAJ |
| description | The purpose of the study was to examine the alignment or misalignment between the Lesotho General Certificate of Secondary Education (LGCSE) programme and the Lesotho Curriculum and Assessment Policy (CAP), with a focus on Geography and Sesotho syllabi. The study employed content analysis of the two syllabi to identify areas of alignment with the aims of secondary education and the idea of curriculum integration as conceived in the policy document. The content analysis revealed that, while there are some areas of alignment, especially between the syllabus aims of the two subjects and the aims of secondary education as stated in CAP, the syllabi offer limited opportunities for promoting political values and integrated approach to teaching and learning as envisaged in the policy. To this end, it is argued that the teaching of the two LGCSE syllabi is unlikely to change classroom practice as was intended in the policy. |
| first_indexed | 2024-03-11T12:24:01Z |
| format | Article |
| id | doaj.art-a97aa2229164449aa706fe1b5f8b469b |
| institution | Directory Open Access Journal |
| issn | 0256-0100 2076-3433 |
| language | English |
| last_indexed | 2024-03-11T12:24:01Z |
| publishDate | 2018-08-01 |
| publisher | Education Association of South Africa |
| record_format | Article |
| series | South African Journal of Education |
| spelling | doaj.art-a97aa2229164449aa706fe1b5f8b469b2023-11-06T15:28:09ZengEducation Association of South AfricaSouth African Journal of Education0256-01002076-34332018-08-0138311010.15700/saje.v38n3a1481Content analysis of the LGCSE Geography and Sesotho syllabi for alignment with the Lesotho Curriculum and Assessment PolicyMohaeka Raselimo0https://orcid.org/0000-0003-2963-0375Cornel George Thamae1https://orcid.org/0000-0002-0675-3279Department of Language and Social Education, Faculty of Education, National University of Lesotho, LesothoDepartment of Language and Social Education, Faculty of Education, National University of Lesotho, LesothoThe purpose of the study was to examine the alignment or misalignment between the Lesotho General Certificate of Secondary Education (LGCSE) programme and the Lesotho Curriculum and Assessment Policy (CAP), with a focus on Geography and Sesotho syllabi. The study employed content analysis of the two syllabi to identify areas of alignment with the aims of secondary education and the idea of curriculum integration as conceived in the policy document. The content analysis revealed that, while there are some areas of alignment, especially between the syllabus aims of the two subjects and the aims of secondary education as stated in CAP, the syllabi offer limited opportunities for promoting political values and integrated approach to teaching and learning as envisaged in the policy. To this end, it is argued that the teaching of the two LGCSE syllabi is unlikely to change classroom practice as was intended in the policy.http://www.sajournalofeducation.co.za/index.php/saje/article/view/1481/778curriculum alignmentgeographyintegrationpolicysesotho |
| spellingShingle | Mohaeka Raselimo Cornel George Thamae Content analysis of the LGCSE Geography and Sesotho syllabi for alignment with the Lesotho Curriculum and Assessment Policy South African Journal of Education curriculum alignment geography integration policy sesotho |
| title | Content analysis of the LGCSE Geography and Sesotho syllabi for alignment with the Lesotho Curriculum and Assessment Policy |
| title_full | Content analysis of the LGCSE Geography and Sesotho syllabi for alignment with the Lesotho Curriculum and Assessment Policy |
| title_fullStr | Content analysis of the LGCSE Geography and Sesotho syllabi for alignment with the Lesotho Curriculum and Assessment Policy |
| title_full_unstemmed | Content analysis of the LGCSE Geography and Sesotho syllabi for alignment with the Lesotho Curriculum and Assessment Policy |
| title_short | Content analysis of the LGCSE Geography and Sesotho syllabi for alignment with the Lesotho Curriculum and Assessment Policy |
| title_sort | content analysis of the lgcse geography and sesotho syllabi for alignment with the lesotho curriculum and assessment policy |
| topic | curriculum alignment geography integration policy sesotho |
| url | http://www.sajournalofeducation.co.za/index.php/saje/article/view/1481/778 |
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