A relational leadership strategy for the implementation of the integrated curriculum in Lesotho
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Date
2023
Authors
Tankiso-Mphunyane, Libokoana-‘Mathaabe
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
The purpose of the research was to propose a relational leadership strategy for the implementation of the integrated curriculum in Lesotho. The integrated curriculum was introduced in 2009 as an alternative to the subject and examination-oriented curriculum. It focuses on the creativity, independence, and survival skills of the learners. Due to lack of understanding of the implementation of the integrated curriculum in Lesotho, there is a need to design a strategy for curriculum integration. The study is based on a transformative paradigm which focuses on bringing about positive impact to the lives of people. Although the integrated curriculum has already been designed and implemented, an improvement to bring development to the lives of Lesotho learners is required. This study was grounded in the Ubuntu Theory that engages all people, including the undermined, marginalised, and those deprived of the freedom to participate in the study. All co-researchers were treated equally and with respect. They expressed their views in discussion of the five objectives of the study, and took part in implementing the integrated curriculum without undermining the marginalised. This study is a qualitative research design as it locates the observer in the world. The Participatory Action Research (PAR) design was applied in the study. This is the design whereby co-researchers participate collaboratively in solving problems without undermining one another. Like Ubuntu, PAR also strengthens the idea of working together to solve problems, and in this study, this was made possible by allowing participation of the marginalised co-researchers. Data were analysed, employing Critical Discourse Analysis (CDA). The study found that the implementation of the integrated curriculum in Lesotho is used to solve daily life challenges such as the high unemployment rate. However, the study found that some stakeholders are resistant to change due limited training to provide learners with new information and skills. Funding was believed to be one of the conditions for successful implementation. Hence, it was found that sufficient funding hindered the implementation of the integrated curriculum in Lesotho. Some stakeholders committed themselves to holding regular meetings to address the challenges of the implementation and to come up with possible solutions. This led to the development of a relational leadership strategy for the implementation of integrated curriculum in Lesotho through relevant literature review, analysis of empirical data and documents, and the author`s view. All the analysis was done in relation to the five objectives. Through this strategy, the study revealed that the implementation of the integrated curriculum can only be effective if all the stakeholders are involved and work collaboratively. Through the Relational Leadership (RL) strategy, all stakeholders have to ensure that they share the vision of the Ministry of Education and Training (MOET) for the new curriculum, plan their responsibilities in new curriculum implementation, share their duties, actively engage in the implementation, and empower the marginalised that also have relevant ideas for development of the integrated curriculum. This would lead to an outcome and reflection. As a result, the vision for Education Sector Strategic Plan (ESSP) and Curriculum and Assessment Policy (CAP) would also be achieved.
Description
Thesis (Ph.D.(Curriculum Studies))--University of the Free State, 2023
Keywords
relational leadership, curriculum implementation, integrated curriculum, transformative paradigm, participatory action research, critical discourse analysis