Improving Teaching and Learning Resources in the Implementation of Life Skills Education in High Schools in Lesotho
Bibliographic Data
| ID | 22257223 |
|---|---|
| Authors | Mamolefe Ntelo (0000-0002-8606-8561, National University of Lesotho), Kananga Robert Mukuna (0000-0002-1787-4543, University of the Free State) |
| Year | 2025 |
| Volume | 6 |
| Issue | 15 |
| Pages | 4414 |
| Publication date | 2025-12-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | E-Journal of Humanities Arts and Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2720-7722 • E-ISSN: 2720-7722 |
| Publisher | Noyam Publishers (PUBLISHER) |
| DOI | 10.38159/ehass.202561515 |
| OpenAlex | W7127672923 |
| Language | EN |
| References cited | 20 |
The effective implementation of Life Skills Education (LSE) in high schools is crucial for equipping learners with the necessary skills to navigate personal, social, and academic challenges. In Lesotho, however, the lack of adequate teaching and learning resources has hindered the successful delivery of LSE. This study investigates the current state of resource availability in implementing LSE in selected high schools across Lesotho. The study explores the challenges LSE teachers face and identifies strategies to improve resources. Data were collected through semi-structured interviews using a qualitative research approach. Eleven participants were purposively selected from four schools in the Maseru and Mohales Hoek districts. The findings reveal that most schools lack essential materials, including updated textbooks, visual aids, lesson guides, and interactive tools. Additionally, many LSE teachers report insufficient training and limited support from the Ministry of Education. Hence, key resources such as LSE books, updated syllabi, teaching aids, and posters are mandatory. The results suggested a need for continuous supervision and support during LSE implementation. Furthermore, the study revealed that LSE’s contribution to passing marks, the appointment of LSE-qualified teachers, the creation of LSE grants, and the use of appropriate teaching methods could improve its implementation in schools. Engaging LSE specialists would also be beneficial. This study recommends the provision of sustainable investment and innovation in educational resources to ensure that the full potential of LSE is realised. The study concludes that providing relevant, learner-centered, and culturally appropriate teaching materials, along with ongoing teacher support and capacity-building, is vital for the effective integration of LSE
Experiential learning · Life skills · Lifelong learning · Skills management · Teaching method · Education Systems and Policy · Poverty, Education, and Child Welfare · Values and Moral Education
| Highly cited | No |
|---|