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The impact of the education management system on the effectiveness of secondary schools in Lesotho

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dc.contributor.advisor Hoberg, S.M.
dc.contributor.author Lekhetho, Mapheleba
dc.date.accessioned 2010-02-26T10:15:54Z
dc.date.available 2010-02-26T10:15:54Z
dc.date.issued 2003-11
dc.identifier.uri http://hdl.handle.net/10500/3117
dc.description.abstract The primary purpose of the study was to investigate the factors that cause most Lesotho secondary schools to perform poorly in the Cambridge Overseas School Certificate examinations. The findings of the study show that the problems that contribute to the ineffectiveness of most secondary schools are multiple and interrelated. These problems can be identified at the macro or policy-making level at the Ministry of Education, and at the micro or the individual school level. At macro level, there appears to be a lack of adequate capacity among the senior management staff to perform the management and governance functions effectively, so that substantive improvement could be realised in the day-to-day operations, and academic results of schools. An upshot of this is that the professional support that the Ministry of Education provides to secondary schools is inadequate. Furthermore, despite the deepening poverty in Lesotho, the state does not provide textbooks to learners in secondary schools. Consequently, many learners do not have all the textbooks, and this affects their learning negatively. At micro level, the problems that contribute to the ineffectiveness of most secondary schools include teacher tardiness, teacher absenteeism and a lack of learner determination. It is contended that these factors indicate that the management of the school principals is weak. Moreover, because of poverty, many parents fail to pay school fees for their children on time. As a result, many learners are frequently sent back home by the principals to fetch money, and this reduces their academic learning time. The study also revealed that prior academic achievement of learners in primary schools is, to a large extent, a major predictor of their achievement in secondary schools. In this regard, the highly effective schools, which have selective admission policies and accept mainly Form A applicants, tend to consistently outperform the average and less effective schools, which have open admission policies. In order to improve the academic performance of secondary schools, it is recommended that the Ministry of Education officials, principals, teachers and learners should work more diligently and refocus their efforts on the core business of schools, namely, teaching and learning. en
dc.format.extent 1 online resource (xv, 296 p.)
dc.language.iso en en
dc.subject School effectiveness en
dc.subject Church state-partnership en
dc.subject School-based management en
dc.subject School culture en
dc.subject Proffessional commitment en
dc.subject Teacher absenteeism en
dc.subject Continuous improvement en
dc.subject Parental involvement en
dc.subject Accountability en
dc.subject Prior academic achievement en
dc.subject Admission policy en
dc.subject High performing school en
dc.subject.ddc 378.101096885
dc.subject.lcsh Effective teaching -- Lesotho
dc.subject.lcsh School management and organization -- Lesotho
dc.subject.lcsh High school teachers -- Lesotho
dc.subject.lcsh High schools -- Administration -- Lesotho
dc.subject.lcsh School-based management -- Lesotho
dc.subject.lcsh Teacher effectiveness -- Lesotho
dc.title The impact of the education management system on the effectiveness of secondary schools in Lesotho en
dc.type Thesis en
dc.description.department Teacher Education
dc.description.degree D. Ed. (Education Management)


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