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