The effectiveness of private versus public schooling in Lesotho's education system

English: The purpose of the investigation was, to determine and assess, the effectiveness of private and public schooling in Lesotho's education system. Six performance indicators, considered by the populace of Lesotho as the most important indicators of effective schools, were used to measure the effectiveness of sampled private and public schools. The purpose of the study was also to highlight those performance indicators not fully realized in any of the sampled schools and to suggest appropriate measures for their enhancement. The research further aimed at filling in the gap in the existing knowledge, and where possible refine previous findings and present new insights. In order to realize the stated purposes, a profound literature study for the theoretical exposition and the grounding of the issues at stake, and document analysis for the documented practices of the sampled schools were undertaken. Empirical investigation consisted in the first place of an exploratory survey of 125 volunteers (students, parents and teachers, randomly chosen from the populace of Lesotho) aimed at general factfinding for items to be included in the follow up questionnaires. In the quantitative investigation, a questionnaire on perceptions on quality indicators that can play a role in effectiveness of private and public schools in Lesotho, was administered to 55 respondents (20 teachers, 11 parents, 7 administrators and 17 student) randomly chosen from three private and three public schools.) Qualitative data was gathered through a questionnaire administered to 181 students and validated through in-depth focused interviews with 113 students from the selected schools. Their views were triangulated through semi-structured interviews with 18 educators from the sampled schools. Value added statistics emanated from the results of standardized tests in numeracy and literacy administered to 225 students and the perusal of external examination results of year 2001 pertinent to the schools in the sample. The research, while admitting factors, which might threaten the objectivity or validity of the study and its generalization, reached a number of conclusions. As far as the effectiveness of private and public schooling in Lesotho is concerned, there are inefficiencies in both schooling systems and not only in the public system, as the earlier research had concluded. Secondly, a school (whether private or public) may be effective on some school effective performance indicators and ineffective on others as opposed to the earlier conclusion that all schools in the public schooling system in Lesotho are ineffective. Thirdly, an effective or an ineffective school may not be effective or ineffective for all students and lastly, the research has shown that there is no uniformity in policy in public schools in Lesotho with regard to student intake, management, recruitment of teachers, board of governors and financial dispensation and expensation. The research has also validated, upgraded and identified the key areas of weaknesses and ways of improvement in the private and public schooling systems in Lesotho. The research has also added to international findings about the relative effectiveness of private and public schools in the developing countries. The research reaffirms that for any changes to be meaningful and effective they should be effected at the macro, meso and micro levels of the education system. The research concludes that if changes, as suggested by this study, are properly prepared for and, implemented, the future customers and stakeholders will experience an improvement on the six indicators perceived by the sampled populace of Lesotho as the major performance criteria of effective schools.