SciELO - Scientific Electronic Library Online

vol.38 issue3Responses of South African teachers to the challenge of school integration author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand



Related links

  • On index processCited by Google
  • On index processSimilars in Google


South African Journal of Education

On-line version ISSN 2076-3433
Print version ISSN 0256-0100


RASELIMO, Mohaeka  and  THAMAE, Cornel George. Content analysis of the LGCSE Geography and Sesotho syllabi for alignment with the Lesotho Curriculum and Assessment Policy. S. Afr. j. educ. [online]. 2018, vol.38, n.3, pp.1-10. ISSN 2076-3433.

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.

Keywords : curriculum alignment; Geography; integration; policy; Sesotho.

        · text in English     · English ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License