This report analyses the curriculum for the initial preparation of primary teachers at the Lesotho National Teacher Training College (NTTC), using documentary sources only. The focus of analysis is the Diploma in Primary Education (DPE). The study sets this new programme in its historical context and describes its structure and overall design. The curriculum is then analysed in terms of its aims and objectives, the content, pedagogy, teaching/learning materials and assessment, to evaluate the consistency and coherence of the curriculum strategy. After a brief general overview, the four core subjects are analysed in detail. The analysis shows up some inconsistencies. The overall programme aims and objectives are couched in the discourse of the 'reflective practitioner' model, but the individual course outlines reflect a more behaviourist approach. While there are superficial similarities across subjects, some are more internally consistent than others. The document says little about pedagogy, or about how theory and practice are to be integrated. The study concludes by raising further questions that can only be answered by studying the curriculum in action, as it is delivered in the college classrooms.
Sussex, UK: Centre for International Education, 44 pp.