Tawanda Mukurunge, Neo Tlali
Limkokwing University of Creative Technology, Maseru Campus, Lesotho
Corresponding author: Tawanda Mukurunge, Limkokwing University of Creative Technology, Maseru Campus, Lesotho.
This study explored the views of parents and educational stakeholders in Lesotho over the abolition of grade seven examinations by the ministry of education in 2017. This has been prompted by the views raised from different sections of professional bodies and the public that taking such a stance will compromise the quality of education. In addition concerns have been raised that the learners who might not be ready for sec-ondary education will be ushered into the grade. The study sought to find out what factors propelled the Ministry of Education to introduce this policy, and to what extent were the made consultations before this policy was formulated, implemented and adopted. The study will also review the documentary evidence on both merits and de-merits of writing an examination at grade seven. This study also focused on establish-ing whether a pilot for this decision was carried out vis-a-vis the results of the study being implemented in the policy enactment. A mixed method approach was utilised in data gathering, presentation and analysis. The study established that the authorities did not carry out wide consultations before implementing the policy and that secondary school teachers find it difficult to deal with the influx of pupils from the primary school level. Stakeholders feel the policy was implemented in an improper manner and prematurely.
How to cite this paper
Exploring Stakeholders Views on Government of Lesotho’s Abolition of Standard/ Grade Seven Examinations in 2017: A Case Study of Primary Schools in Maseru
How to cite this paper: Mukurunge, T., & Tlali, N. (2018). Exploring Stakeholders Views on Government of Lesotho’s Abolition of Standard/ Grade Seven Examinations in 2017: A Case Study of Primary Schools in Maseru. The Educational Review, USA, 2(12), 567-575.
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