A hermeneutic content analysis of the nexus between the Lesotho Curriculum and Assessment Policy and Lifelong learning competencies

  • Kananelo Sylvester Moea Lesotho College of Education Faculty of Art and Social Sciences Languages and Literature Department P. O. Box 234 Thaba-tseka 550 Lesotho


In today’s economy, the economic growth, development and progress of a country and civilisation are subject to investment in people, to the increased role of education as well as LLL and improving educational and employment policies. This study sets to explore the nexus between the Lesotho Curriculum and Assessment policy and lifelong competencies. The study was conducted qualitatively through content analysis of the Curriculum and Assessment Policy of Lesotho and Lifelong competencies as defined by the European Union (2019). The findings showed that all the competencies are catered for by the CAP’s curriculum aims of secondary education. However, striking to notice is the fact that the competencies are manifested in varying degrees. Aim one caters for six out of eight competencies, followed by aim two with five competencies, aim five with four competencies and aims six and four tying at three competencies. Trailing behind is aim three which appears only in one competence. It is recommended that further research needs to be done to investigate whether the secondary education subjects, drawn from and on CAP in Lesotho, truly align with the curriculum secondary education aims as well as LLL competencies.


Download data is not yet available.


Ansell, N. (2002). Secondary education reform in Lesotho and Zimbabwe and the needs of rural girls : Pronouncements, policy and practice. Comparative Education, 38(1),9-112.
Barbareev, K. (2014). THE CURRICULUM AND SOCIETY. Research Gate. Available on https://www.researchgate.net/publication/261473570_THE_CURRICULUM_AND_SOCEITY/citation/download
Bulle, N. (2013). Learning as Intellectual Empowerment. International Journal of Education Economics and Development, 5(3), pp.68. 10.5296/ije.v5i3.3884. hal-02455650
Demirel, M. (2009). A review of elementary education curricula in turkey: Values and values education. World Applied Sciences Journal, 7, 670–678.
European Union. (2019). KEY COMPETENCES FOR LIFELONG LEARNING. Luxembourg: Publications Office of the European Union.
James, D. (2020). Is lifelong learning still useful? Disappointments and prospects for rediscovery. Journal of Education and Work 33:7-8, pages 522-532.
Khalanyane, T. (1995). Power and Struggle: A critique of hegemony and control of schooling in Lesotho. Unpublished M.Ed. research report. University of the Witwatersrand, Johannesburg
Kiely, L.; Parajuly, K.; Green, J.A. &Fitzpatrick, C. (2021). Education for UN Sustainable Development Goal 12: A Cross-Curricular Program for Secondary Level Students. Front. Sustain, 2, (6).
Kombe, B. B. A. J. (2015). An Effective Curriculum Must Respond to Changes in Society. Munich, GRIN Verlag. https://www.grin.com/document/316693
Kurata, L., Mokhets’engoane, S., & Selialia, M. (2022). Content analysis of LGCSE Religious Studies syllabus: To what extent does it address the 21st century skills? European Journal of Education and Pedagogy, 3(6), 178-184.
Lekhanya, N. D. & Raselimo, M. G. (2022). Exploring alignment between the Lesotho secondary Development Studies teachers’ pedagogical practices and work- related skills. European Journal of Teaching and Education, 4(3), 13- 27.
Marzooghi, R. (2016). Curriculum typology. International Journal of English Linguistics, 6(7), 166- 170.
Ministry of Education, Sports and Culture. (1982). The Education Sector Survey Report of the Task Force. Maseru: Government of Lesotho.
Mizikaci, F. (2017). Müfredat. Eleştirel. PedagojiDergisi, 51-52.
Moea, K. S. (2023). The literature in English syllabus through the 21st century skills lens: A hermeneutic analysis. International Journal of Research Publication and Reviews, 4(1), 1681-1689. https://doi.org/10.55248.4147
MOET. (2009). Curriculum and Assessment Policy: Education for Individual and Social Development. Maseru: Ministry of Education and Training.
MOET. (2016). Education sector plan 2016–2026. MOET.
Mokhets’engoane, S. J., & Pallai, P. (2023). Effective Teaching in the 21st Century: Investigating Barriers and Solutions from One University in Assam, India. American Journal of Arts and Human Science, 2(1), 19–25. https://doi.org/10.54536/ajahs.v2i1.1390
Ng, B. (2023). Conceptualizing Lifelong Learning for K-12 Education. Journal of Research Initiatives, 7(2), Article 9, 1-21.
Oforma, G. C. (2016). Integrating components of culture in curriculum planning. International Journal of Curriculum and Instruction 8(1), 1–8.
Ornstein, A. C. & Hunkins, F. P. (2016). Curriculum: Foundations, principles, and issues (7th Edition). England: Pearson.
Phosisi, I. (2019). Integrated curriculum in Lesotho: Challenges encountered by learners through their teachers’ views. [Master’s thesis, UKZN].
Prahaladaiah, D. (2021). VALUE-BASED TEACHING ENGLISH LANGUAGE AND LITERATURE. Journal of Education Culture and Society, 12(2), 59–66. https://doi.org/10.15503/jecs2021.2.59.66
Rasco, J. F. A. (2016). In search of the lost curriculum. Counterpoints, 491, 137-155.
Selepe, C. (2016). Curriculum Reform in Lesotho: Teachers’ conceptions and challenges. Master’s thesis, University of Witwatersrand.
Yaşar, C. G., & Aslan, B. (2021). Curriculum theory: A review study. International Journal of Curriculum and Instructional Studies,11(2), 237-260. DOI:10.31704/ijocis.2021.012
How to Cite
Moea, K. (2024). A hermeneutic content analysis of the nexus between the Lesotho Curriculum and Assessment Policy and Lifelong learning competencies. GPH-International Journal of Educational Research, 7(03), 11-26. https://doi.org/10.5281/zenodo.10909748