Assessing the implementation of creativity and entrepreneurial curriculum in post-primary schools in Lesotho

Abstract

The study sought to answer the question: How effective is the implementation of Creativity and Entrepreneurial (CE) curriculum in Lesotho post-primary schools? In addressing this question, the study adopted an interpretivist paradigm through a qualitative approach. A critical policy analysis was then conducted jointly with the literature review to determine how CE curriculum is aligned with the vision for Lesotho education. The study also employed a case study research design whereby eight purposively selected participants from four post-primary schools were engaged in semi-structured interviews through the use of open-ended questions. The findings of the study revealed that CE curriculum in post-primary schools is not successfully implemented. This is due to a number of challenges inclusive of insufficient resources and lack of training which results in teachers’ unpreparedness to implement this curriculum. The study further revealed that the Constitution of Lesotho 1993, Education Act 2010 as well as the Education Sector Strategic Plan 2016-2026 are uncommunicative on issues pertaining to CE curriculum. In order to ensure efficient implementation of CE curriculum, it is recommended that the Ministry of Education and Training (MoET) strengthens its endeavour in sensitising teachers on the said curriculum and also providing schools with the necessary human and material resources