The study draws attention to relevant aspects of education in Lesotho.
Since 2000 primary school enrolment has expanded as a result of the
phasing out of school fees. In response to this expansion the proportion
of unqualified teachers has increased and there is increased reliance on
in-service training. Although churches and community organisations own
most schools in Lesotho, the salaries of nearly all teachers are
determined and paid by the government. There are two national teachers'
organisations, with rights to be consulted by the government, but they
enjoy only limited support from teachers. Public pensions for teachers
took effect in 2000 and small allowances are paid to those serving in
areas designated as \"mountains\".
Three main types of procedures were used to collect data for this study.
Firstly, semistructured interviews were held with 12 well-informed,
professional stakeholders at the national level. Secondly, in case
studies of ten primary schools, the researchers interacted with
teachers, head teachers and community representatives and measured
teachers' attitudes to relevant aspects of their work situation. The
schools were selected in three clusters, in mountain, foothill and urban
areas that represent different levels of quality in the provision of
education. The mountain and foothill clusters have three schools each
and the urban cluster four schools. Thirdly, documentary and statistical
sources at the national level were studied, especially for evidence
about the pay, staffing patterns and attrition of primary school
teachers. The instruments used were to a large extent designed by the
international lead researchers of the project.
The report concludes that teacher motivation is an important element in
the quality of educational provision, strongly influenced by the way in
which education is managed and by those with whom teachers interact.
Motivation involves willingness to improve a service as well as maintain
it. In Lesotho a localised system of recruitment selects unqualified
teachers who are willing to stay in remote, rural primary schools, but
not necessarily to improve them. Qualified teachers in more accessible
schools seem to be more likely to seek improvement of their schools, but
less committed to remaining in the profession.
DFID, London, UK, ix + 92 pp.
Teacher motivation and incentives in Lesotho