M A Makumane
Biographic Data
| ID | 4052407 |
|---|---|
| NAME | M A Makumane |
| GIVEN NAMES | M A |
| FAMILY NAME | Makumane |
| SIGNATURE | MAKUMANE M A |
| AFFILIATIONS | National University of Lesotho |
| ORCID | 0000-0001-7904-4177 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
A Responsive Eswatini Secondary Schools Curriculum
The current Eswatini secondary school curriculum may not be fully optimized to foster graduates who actively contribute to the advancement of knowledge as observed in some developed countries. This research critically examined the Eswatini secondary school curriculum to determine its responsiveness to the evolving needs of the nation. It delved into the fundamental questions of “what,” “how,” and “why” teaching is done in Eswatini’s secondary sch…
The integration of Information and Communication Technologies (ICT) in the teaching of fashion and fabrics
Fashion and fabrics (FF) currently rely on traditional teaching methods, yet there is a clear need and significant potential to explore ICT integration within the curriculum. This study investigated the readiness, attitudes, and knowledge of FF teachers regarding ICT integration. Employing a pragmatist paradigm, a sequential exploratory design was adopted. The sample comprised all FF teachers (N = 54) in the Hhohho region while qualitative data w…
An analysis of lecturers’ beliefs and behaviour towards multilingual curriculum teaching material
This article reflects on a longitudinal study that sought to assess if the expressed lecturers’ beliefs matched their behaviour towards a teaching material developed on the principles of bi/-multilingual education. A mixed method approach consisting of a review of the earlier reported language attitudes of English lecturers and a comparative document analysis of the developed dual language instruction (DLI) (isiZulu-English) teaching material of …
Learners’ attitudes towards multilingualism
French language as a subject was formally re-injected in the mainstream schools as a pilot project in 2009 in Lesotho. This language, which was initially introduced in schools in 1868 and whose popularity decreased following the missionaries’ departure from Lesotho, is viewed by the Ministry of Education and Training as an instrumental tool in promoting individual, national and socio-economic development. French, vis-à-vis English and Sesotho, is…
Students’ perceptions on the use of LMS at a Lesotho university amidst the Covid-19 pandemic
The world was drastically changed by the 2019 outbreak of the novel Coronavirus pandemic. Teaching and learning practices had to be revised and reconceptualised in order to salvage the education process. As many countries, Lesotho included, were forced into lockdown to curb the rampant spread of the virus, educational institutions, most of which originally operated uniquely on face-to-face mode of delivery, were faced with a glaring need to swift…
The representation of curricular spider-web model in the Lesotho curriculum and assessment policy framework
Over the years, curriculum reforms have formed part of Lesotho’s attempt to address the socio-economic development factor through education policies such as the Lesotho curriculum and assessment policy (CAP) framework, introduced in 2009. This framework is meant to guide curriculum development and design processes. Through content analysis, this article seeks to highlight the representation of the curricular spider-web model’s concepts, which gui…
Learners’ attitudes towards multilingualism
French language as a subject was formally re-injected in the mainstream schools as a pilot project in 2009 in Lesotho. This language, which was initially introduced in schools in 1868 and whose popularity decreased following the missionaries’ departure from Lesotho, is viewed by the Ministry of Education and Training as an instrumental tool in promoting individual, national and socio-economic development. French, vis-à-vis English and Sesotho, is…
Students’ perceptions on the use of LMS at a Lesotho university amidst the Covid-19 pandemic
The world was drastically changed by the 2019 outbreak of the novel Coronavirus pandemic. Teaching and learning practices had to be revised and reconceptualised in order to salvage the education process. As many countries, Lesotho included, were forced into lockdown to curb the rampant spread of the virus, educational institutions, most of which originally operated uniquely on face-to-face mode of delivery, were faced with a glaring need to swift…
The representation of curricular spider-web model in the Lesotho curriculum and assessment policy framework
Over the years, curriculum reforms have formed part of Lesotho’s attempt to address the socio-economic development factor through education policies such as the Lesotho curriculum and assessment policy (CAP) framework, introduced in 2009. This framework is meant to guide curriculum development and design processes. Through content analysis, this article seeks to highlight the representation of the curricular spider-web model’s concepts, which gui…
The representation of curricular spider-web model in the Lesotho curriculum and assessment policy framework
Over the years, curriculum reforms have formed part of Lesotho’s attempt to address the socio-economic development factor through education policies such as the Lesotho curriculum and assessment policy (CAP) framework, introduced in 2009. This framework is meant to guide curriculum development and design processes. Through content analysis, this article seeks to highlight the representation of the curricular spider-web model’s concepts, which gui…
Students’ perceptions on the use of LMS at a Lesotho university amidst the Covid-19 pandemic
The world was drastically changed by the 2019 outbreak of the novel Coronavirus pandemic. Teaching and learning practices had to be revised and reconceptualised in order to salvage the education process. As many countries, Lesotho included, were forced into lockdown to curb the rampant spread of the virus, educational institutions, most of which originally operated uniquely on face-to-face mode of delivery, were faced with a glaring need to swift…
An analysis of lecturers’ beliefs and behaviour towards multilingual curriculum teaching material
This article reflects on a longitudinal study that sought to assess if the expressed lecturers’ beliefs matched their behaviour towards a teaching material developed on the principles of bi/-multilingual education. A mixed method approach consisting of a review of the earlier reported language attitudes of English lecturers and a comparative document analysis of the developed dual language instruction (DLI) (isiZulu-English) teaching material of …
Learners’ attitudes towards multilingualism
French language as a subject was formally re-injected in the mainstream schools as a pilot project in 2009 in Lesotho. This language, which was initially introduced in schools in 1868 and whose popularity decreased following the missionaries’ departure from Lesotho, is viewed by the Ministry of Education and Training as an instrumental tool in promoting individual, national and socio-economic development. French, vis-à-vis English and Sesotho, is…
A Responsive Eswatini Secondary Schools Curriculum
The current Eswatini secondary school curriculum may not be fully optimized to foster graduates who actively contribute to the advancement of knowledge as observed in some developed countries. This research critically examined the Eswatini secondary school curriculum to determine its responsiveness to the evolving needs of the nation. It delved into the fundamental questions of “what,” “how,” and “why” teaching is done in Eswatini’s secondary sch…
The integration of Information and Communication Technologies (ICT) in the teaching of fashion and fabrics
Fashion and fabrics (FF) currently rely on traditional teaching methods, yet there is a clear need and significant potential to explore ICT integration within the curriculum. This study investigated the readiness, attitudes, and knowledge of FF teachers regarding ICT integration. Employing a pragmatist paradigm, a sequential exploratory design was adopted. The sample comprised all FF teachers (N = 54) in the Hhohho region while qualitative data w…
Pedagogy (5 works) · Sociology (5 works) · Political science (4 works) · Psychology (4 works) · Curriculum (3 works) · Social science (3 works) · EFL/ESL Teaching and Learning (2 works) · Global Educational Policies and Reforms (2 works) · Higher education (2 works) · Mathematics education (2 works)