Impact of Rurality on Students’ Educational Transition in Lesotho.

A Case Study

  • 'Malimpho Elsie Seotsanyana Department of Language and Social Education, National University of Lesotho, Lesotho
  • Mafa Maiketso Centre for teaching and learning, National University of Lesotho, Lesotho
DOI: https://doi.org/10.30560/hssr.v2n4p47
Keywords: The National University of Lesotho (NUL), rurality, students’ views, transition, influence, secondary education, higher education

Abstract

The students’ views, from the secondary education in the rural areas in Lesotho, have been sought on the impact of rurality in relation to their transition from secondary education to higher education (in this regards, the National University of Lesotho (NUL). The students’ views were sought through their autobiographies. Autobiographical narratives were employed because it was assumed that they are a good tool for knowing oneself better. The study was qualitative, with the adoption of a case study research design. The participating students were drawn from three of the ten Lesotho districts that are situated in the rural areas. The purpose of the research study was to find out whether studying at the university has an impact on the students who have transited from secondary education in the rural areas and whether university education assists and prepares them to achieve their intentions and to reach a successful outcome.

A purposively selected number of eleven (11) students from the rural areas formed the sample of the study. A one question questionnaire was designed to collect information on the students’ experiences from their NUL studies in relation to the transition from secondary education to higher education. An interpretative analysis was employed to unveil the results of the study. The research study finds that the students have deficiencies. Secondary education has not moulded them to have a sudden engagement with their studies in higher education. Many of them still require further training in study skills in order to cope with the academic demands of higher education. It is therefore recommended that NUL should have a programme that serves as a bridge between secondary and higher education.

Author Biographies

'Malimpho Elsie Seotsanyana, Department of Language and Social Education, National University of Lesotho, Lesotho

A senior lecturer at the National University of Lesotho, Faculty of Education. She teaches and supervises students’ theses on Development Studies Education as well as Programme Monitoring and Evaluation. She attained her Doctor of Philosophy in Development Studies education at the University of the Western Cape, South Africa, where her research focused on Development Studies Education Programme Monitoring and Evaluation. Since then, her area of research and publication is on Programme Monitoring and Evaluation. She has co–authored book chapters on the Lesotho Education System.

Mafa Maiketso, Centre for teaching and learning, National University of Lesotho, Lesotho

An academic programmes developer at the Center for Teaching and Learning at the National University of Lesotho since 2015. His unit supports Students’ Academic Learning. He obtained his Masters of Education degree at the University of Botswana. He is a counsellor and facilitates seminars and workshops on Examination preparation. Study Skills such as self-motivation, note-taking, reading and writing techniques, balancing social with academic life and coping with intimidating teachers. Mr. Maiketso is a freelance writer for local newspapers and a radio presenter on socio-emotional issues.

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Published
2019-11-26
Issue
Vol 2 No 4 (2019)
Section
Articles
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