Numéro

Vol. 13 No 1-2 (2015): Revue de l’enseignement supérieur en Afrique: Special Issue on Sustainable Rural Learning Ecologies: Border Crossing

7 - Improving the Quality of Education among Rural Learners through the Use of Open and Flexible Approaches in Lesotho’s Secondary Schools

https://doi.org/10.57054/jhea.v13i1-2.1520
Thabiso Nyabanyaba
https://orcid.org/0000-0002-6917-8291

Corresponding Author(s) : Thabiso Nyabanyaba

t.nyabanyaba@nul.ls

Revue de l’enseignement supérieur en Afrique, Vol. 13 No 1-2 (2015): Revue de l’enseignement supérieur en Afrique: Special Issue on Sustainable Rural Learning Ecologies: Border Crossing

Résumé

Malgré les acquis notés au cours des deux dernières décennies dans l’amélioration des taux d’accès, les apprenants au Lesotho continuent de souffrir des taux élevés d’abandon scolaire au niveau primaire et des faibles taux d’accès au niveau secondaire, en particulier dans les zones rurales. Cet article se fonde sur les résultats d’une intervention visant à identifier et surmonter les modèles établis d’inégalité scolaire et de désavantage chez les apprenants basotho et à explorer les voies et moyens pour améliorer les faibles taux d’achèvement en particulier. Les résultats montrent des avan- tages réels et potentiels importants découlant de l’utilisation d’un système d’apprentissage ouvert, à distance et flexible pour remédier aux abandons scolaires causés par la pauvreté et le VIH / SIDA parmi des groupes mar- ginalisés d’apprenants dans les zones rurales au Lesotho. L’article démontre surtout la viabilité d’initiatives abordables en termes d’amélioration de la qualité de l’éducation chez les apprenants en milieu rural, par la création de cercles de soutien autour des apprenants à risque de décrochage scolaire.

Nyabanyaba, T. (2022). 7 - Improving the Quality of Education among Rural Learners through the Use of Open and Flexible Approaches in Lesotho’s Secondary Schools. Revue De l’enseignement supérieur En Afrique, 13(1-2). https://doi.org/10.57054/jhea.v13i1-2.1520
Télécharger la référence bibliographique
Endnote/Zotero/Mendeley (RIS)
BibTeX
Les références
  1. Atkin, C., 2003, ‘Rural communities: human and symbolic capital development, fieldsapart’, Compare 33 (4), 507–18.
  2. Bandura, A., 2001, ‘Social cognitive theory: an agentic perspective’, Annual Review of Psychology 52 (1): 1–26.
  3. Bronfenbrenner, U., 1976, ‘The experimental ecology of education’, Educational Researcher 5 (9): 5–15.
  4. Bronfenbrenner, U., 1979, The Ecology of Human Development: Experiments by Nature and Design, Cambridge, MA: Harvard University Press.
  5. Bronfenbrenner, U. and Morris, P.A., 1998, ‘The Ecology of Developmental Processes’, in W. Damon and R.M. Lerner, eds, Handbook of Child Psychology, Volume 1: Theoretical Models of Human Development, New York: Wiley.
  6. Bureau of Statistics, 2002, Lesotho Core Welfare Indicators Questionnaire Survey 2002, Maseru: Ministry of Finance and Development Planning.
  7. Clark, C. and �immerman, G., 2000, ‘Greater understanding of the local community: a community-based education programme for rural schools’, Art Education 53 (2): 33–39.
  8. Conger, R.D. and Elder, G.H., 1994, Families in Troubled Times: Adapting to Change in Rural America, New York: Aldine de Gruyter.
  9. Creswell, J., 2009, Research Design: Qualitative, Quantitative, and Mixed MethodsApproaches, London: Sage.
  10. Davis�Keane, P.E., 2005, ‘The influence of parent education and family income on child achievement: the indirect role of parental expectations and the home environment’, Journal of Family Psychology 19 (2): 294–304.
  11. Demi, M., Coleman-Jensen, A. and Snyder, A., 2010, ‘The rural context and post- secondary school enrollment: an ecological systems approach’, Journal of Research in Rural Education 25 (7). Retrieved from http://jrre.psu.edu/ articles/25-7.pdf.
  12. Glaser, B. and Strauss, A., 1967, The Discovery of Grounded Theory, London: Weidenfeld and Nicolson.
  13. John, V. and Rule, P., 2004, ‘Shifting ground: making sense of context in examining HIV/AIDS and schooling’, Journal of Education 38: 165–86.
  14. Kadzamira, E.C., Banda, D.M., Kamlongera, A. and Swainson, N., 2001, The Impact of HIV/AIDS on Primary and Secondary Schooling in Malawi: Developing a Comprehensive Strategic Response, Lilongwe: Ministry of Education Science and Technology, University of Malawi.
  15. Kimane, I. and Mturi, A.J., 2001, Rapidly Assessing Child Labour in Lesotho. Report submitted to the Government of Lesotho and UNICEF, Maseru.
  16. Lerotholi, L.M., 2001, Tuition Fees in Primary and Secondary Education in Lesotho:The Levels and Implications for Access, Equity and Efficiency, Paris.
  17. Mahlomaholo, M.G., 2012, ‘Social communication towards sustainable physical learning environments’, Journal for Communication and Information Impact 17: 3–20, Special issue.
  18. Melby, J.N., Fang, S., Wickrama, K.A.S., Conger, R.D. and Conger, K.J., 2008, ‘Adolescent family experiences and educational attainment during early adult- hood’, Developmental Psychology 44 (6): 1519–536.
  19. Merriam, S., 1988, Case Study Research in Education: A Qualitative Approach, San Francisco: Jossey-Bass.
  20. Ministry of Education and Training, 2012, Education Statistical Bulletin 2012, Maseru: Government of Lesotho.
  21. Nyabanyaba, T., 2009, ‘Factors influencing access and retention in secondary school- ing for orphaned and vulnerable children and young people: case studies from high HIV and AIDS prevalent contexts in Lesotho, SOFIE opening up Access Series, No. 7. Retrieved from http://sofie.ioe.ac.uk/publications.
  22. Nyabanyaba, T., 2010, ‘Developing, implementing and evaluating the SOFIE intervention package to support educational access for vulnerable students’. Retrieved from http://sofie.ioe.ac.uk/publications.
  23. Pridmore, P., 2009, ‘SOFIE School�based intervention’, SOFIE Newsletter 3: 2–3.
  24. Retrieved from http://sofie.ioe.ac.uk/publications.
  25. Pridmore, P. and Jere, C., 2011, ‘Education and social justice in challenging times’,Compare 41 (4): 523–31.
  26. Pridmore, P. and Yates, C., 2006, ‘The role of open, distance and flexible learning (ODFL) in HIV/AIDS prevention and mitigation for affected youth in South Africa and Mozambique’, Researching the Issues 61, London: DFID.
  27. Scaramella, L.V. and Keyes, A.W., 2001, ‘The social contextual approach and rural adolescent substance use: implications for prevention in rural settings’, Clinical Child and Family Psychology Review 40 (3): 231–51.
  28. Smiley, A.C., 2011, ‘Redefining vulnerability: orphanhood, educational participation, and agency among secondary school learners in Lesotho’, unpublished doctoral thesis, Columbia University.
  29. Tsotetsi, C., 2013, ‘Implementation of professional teacher development policies: a continuing education perspective’, unpublished doctoral thesis, University of the Free State.
  30. UNICEF, 2007, The Humanitarian Action Report 2007, New York: UNICEF.
  31. Unterhalter, E., Hoppers, C. and Hoppers, W., 2000, ‘The Elusiveness of Integration: Policy Discourses on Open and Distance Learning in the 1990s’, in C. Yates and J. Bradley, eds, World Review of Distance Education and Open Learning. Volume 12, London: Routledge Falmer.
  32. Yin, R., 2003, Case Study Research: Design and Methods (3rd edition), ThousandOaks, CA: Sage.
Read More

Biographie de l'auteur

Thabiso Nyabanyaba

Lecturer, Institute of Education, National University of Lesotho.

Télécharger ce document PDF
PDF (ENGLISH)
Statistic
Read Counter : 415 Download : 121