Stakeholders' perceptions of factors influencing the adoption and implementation fo life skills education cirriculum: A case study of post-primary schools in lesotho

Simple item page
dc.contributor.advisorColvin, Christopher Jen_ZA
dc.contributor.authorChabela, Adelineen_ZA
dc.date.accessioned2014-11-08T14:32:45Z
dc.date.available2014-11-08T14:32:45Z
dc.date.issued2010en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractGlobally, Life Skills Education (LSE) is a component of school curricula that has been of considerable scholarly interest recently, especially in education. Raphael defines LSE as "a methodology for helping children and adolescents cope with their life situation, develop decision-making and problem solving skills, and evaluate risks and respond appropriately" (2006:5). The study aimed at investigating stakeholders' perceptions of factors influencing the adoption, development and implementation of Life Skills Education in post primary school in Lesotho. In this study, "post-primary schools" refers to grades 9-10. The main objectives of this study were: To explore stakeholders' perceptions about factors influencing the adoption, development and implementation of Life Skills education in post-primary pilot schools in Lesotho. To analyze the role and impact of the broader political, social, cultural and economic environment in which Life Skills Education is adopted, developed and implemented in post-primary pilot schools in Lesotho. To carry out this case study, the researcher followed a qualitative approach. To collect data, 22 semi-structured one to one interviews were held with education officers from the government and overseas donors, principals, teachers and parents. LSE training manuals were also analysed. It is evident that the crisis of HIV/AIDS in the country motivated the government's initiative to introduce LSE in the schools. However, the take up of the project was not smooth. The prominent reason was lack of consensus within the MOET, which led to many other unresolved issues that weakened other stages of the curriculum development. Secondly, it took the MOET six months to develop LSE curriculum and thus led to many more gaps in the curriculum planning and development. The project had strong support from the Lesotho government. This suggested more chances for it to have been a success. Nonetheless, omissions were made that weakened the support from other authorities and relevant stakeholders. In addition, lack of supervision, follow-up and retraining of teachers affected negatively the reception and implementation of the project in the pilot schools. Although the project was piloted for sufficient length of time (one year), it had no monitoring package. Moreover, the review that was done (Visser-Valfery 2008) took place long after the piloting period, thus, this is likely to have not benefited the development of the project much. Parents are aware young do engage in premarital sex, and, are at the centre of the pandemic, and thus showed a great support for the project and willingness to support teachers' through assignments. Life Skills Education remains the best option for curbing HIV/AIDS pandemic and protects young people against HIV/AIDS, with a solid research base of practice and theory. It is commendable that the MOET realize the need to reach young people with HIV/AIDS prevention message through the school curriculum. For a sustainable development of this programme, there is a need for the MOET to ensure full participation of relevant stakeholders and give time long enough for advocacy and trainings of stakeholders at both the central and district level.en_ZA
dc.identifier.apacitationChabela, A. (2010). <i>Stakeholders' perceptions of factors influencing the adoption and implementation fo life skills education cirriculum: A case study of post-primary schools in lesotho</i>. (Thesis). University of Cape Town ,Faculty of Health Sciences ,Department of Public Health and Family Medicine. Retrieved from http://hdl.handle.net/11427/9407en_ZA
dc.identifier.chicagocitationChabela, Adeline. <i>"Stakeholders' perceptions of factors influencing the adoption and implementation fo life skills education cirriculum: A case study of post-primary schools in lesotho."</i> Thesis., University of Cape Town ,Faculty of Health Sciences ,Department of Public Health and Family Medicine, 2010. http://hdl.handle.net/11427/9407en_ZA
dc.identifier.citationChabela, A. 2010. Stakeholders' perceptions of factors influencing the adoption and implementation fo life skills education cirriculum: A case study of post-primary schools in lesotho. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Chabela, Adeline AB - Globally, Life Skills Education (LSE) is a component of school curricula that has been of considerable scholarly interest recently, especially in education. Raphael defines LSE as "a methodology for helping children and adolescents cope with their life situation, develop decision-making and problem solving skills, and evaluate risks and respond appropriately" (2006:5). The study aimed at investigating stakeholders' perceptions of factors influencing the adoption, development and implementation of Life Skills Education in post primary school in Lesotho. In this study, "post-primary schools" refers to grades 9-10. The main objectives of this study were: To explore stakeholders' perceptions about factors influencing the adoption, development and implementation of Life Skills education in post-primary pilot schools in Lesotho. To analyze the role and impact of the broader political, social, cultural and economic environment in which Life Skills Education is adopted, developed and implemented in post-primary pilot schools in Lesotho. To carry out this case study, the researcher followed a qualitative approach. To collect data, 22 semi-structured one to one interviews were held with education officers from the government and overseas donors, principals, teachers and parents. LSE training manuals were also analysed. It is evident that the crisis of HIV/AIDS in the country motivated the government's initiative to introduce LSE in the schools. However, the take up of the project was not smooth. The prominent reason was lack of consensus within the MOET, which led to many other unresolved issues that weakened other stages of the curriculum development. Secondly, it took the MOET six months to develop LSE curriculum and thus led to many more gaps in the curriculum planning and development. The project had strong support from the Lesotho government. This suggested more chances for it to have been a success. Nonetheless, omissions were made that weakened the support from other authorities and relevant stakeholders. In addition, lack of supervision, follow-up and retraining of teachers affected negatively the reception and implementation of the project in the pilot schools. Although the project was piloted for sufficient length of time (one year), it had no monitoring package. Moreover, the review that was done (Visser-Valfery 2008) took place long after the piloting period, thus, this is likely to have not benefited the development of the project much. Parents are aware young do engage in premarital sex, and, are at the centre of the pandemic, and thus showed a great support for the project and willingness to support teachers' through assignments. Life Skills Education remains the best option for curbing HIV/AIDS pandemic and protects young people against HIV/AIDS, with a solid research base of practice and theory. It is commendable that the MOET realize the need to reach young people with HIV/AIDS prevention message through the school curriculum. For a sustainable development of this programme, there is a need for the MOET to ensure full participation of relevant stakeholders and give time long enough for advocacy and trainings of stakeholders at both the central and district level. DA - 2010 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2010 T1 - Stakeholders' perceptions of factors influencing the adoption and implementation fo life skills education cirriculum: A case study of post-primary schools in lesotho TI - Stakeholders' perceptions of factors influencing the adoption and implementation fo life skills education cirriculum: A case study of post-primary schools in lesotho UR - http://hdl.handle.net/11427/9407 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9407
dc.identifier.vancouvercitationChabela A. Stakeholders' perceptions of factors influencing the adoption and implementation fo life skills education cirriculum: A case study of post-primary schools in lesotho. [Thesis]. University of Cape Town ,Faculty of Health Sciences ,Department of Public Health and Family Medicine, 2010 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/9407en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Public Health and Family Medicineen_ZA
dc.publisher.facultyFaculty of Health Sciencesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherPublic Healthen_ZA
dc.titleStakeholders' perceptions of factors influencing the adoption and implementation fo life skills education cirriculum: A case study of post-primary schools in lesothoen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPHen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
thesis_hsf_2010_chabela_adeline.pdf
Size:
1.9 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Masters