Lesotho integrated curriculum: using professional learning communities to monitor the challenges in the implementation

Abstract

Globally, various studies highlight challenges in the implementation of most new curricula. Lesotho intro­duced the Lesotho Integrated Curriculum as a response to the examination-oriented curriculum that had been in place for some time. This study aims to explore the challenges experi­enced by school leaders, who are responsible for supervising the implementation of the Lesotho Integrated Curriculum. Informed by Change Management theory, we situated the study within the interpretive paradigm. Furthermore, we opted for a qualitative research approach and a Participatory Action Research design. This study was conducted in a rural primary school using a Professional Learning Community to monitor the implementation of the Lesotho Integrated Cur­riculum. Data was gathered from seven participants, com­prising three senior teachers and four teachers who were at the entry level of their teaching profession. To generate data, participants were asked to reflect during scheduled meet­ings. Ahead of these meetings, participants were required to review the official teaching and learning books, as well as in­tegrated curriculum-related documents at different intervals. To make sense of the data, we thematically arranged it. The findings revealed that in monitoring the implementation of the Lesotho Integrated Curriculum, school heads face chal­lenges such as a lack of suitable time for monitoring curricu­lum enactment, learners' absenteeism, an inconsistent assessment mechanism, large class sizes, and teachers' negative reactions towards classroom visits. The current study calls for the Ministry of Edu­cation, policymakers, and universities to create more time for training and engagement prior to imple­menting any new curriculum, and to ensure manageable class sizes.