Content Analysis of the LGCSE Geography and Sesotho Syllabi for Alignment with the Lesotho Curriculum and Assessment Policy

Autor/inn/en	Raselimo, Mohaeka; Thamae, Cornel George
Titel	Content Analysis of the LGCSE Geography and Sesotho Syllabi for Alignment with the Lesotho Curriculum and Assessment Policy
Quelle	In: South African Journal of Education, 38 (2018) 3, Artikel 1481 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Raselimo, Mohaeka) ORCID (Thamae, Cornel George)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Content Analysis; African Languages; Secondary School Students; Geography Instruction; Course Descriptions; Integrated Curriculum; Educational Policy; Articulation (Education); Political Attitudes; Teaching Methods; Policy Analysis; Foreign Countries; Lesotho + Suchen Sie Ihr Suchwort? Inhaltsanalyse; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Sekundarschüler; Geography education; Geography lessons; Geografieunterricht; Kursstrukturplan; Politics of education; Bildungspolitik; Articulation; Artikulation (Ling); Artikulation; Aussprache; Political attitude; Politische Einstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Politikfeldanalyse; Ausland
Abstract	The purpose of the study was to examine the alignment or misalignment between the Lesotho General Certificate of Secondary Education (LGCSE) programme and the Lesotho Curriculum and Assessment Policy (CAP), with a focus on Geography and Sesotho syllabi. The study employed content analysis of the two syllabi to identify areas of alignment with the aims of secondary education and the idea of curriculum integration as conceived in the policy document. The content analysis revealed that, while there are some areas of alignment, especially between the syllabus aims of the two subjects and the aims of secondary education as stated in CAP, the syllabi offer limited opportunities for promoting political values and integrated approach to teaching and learning as envisaged in the policy. To this end, it is argued that the teaching of the two LGCSE syllabi is unlikely to change classroom practice as was intended in the policy. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01