The effectiveness of private versus public schooling in Lesotho's education system - Kulundu, Florence Khamati (University of the Free State, 2001)
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.

Die doel van hierdie ondersoek was om die effektiwiteit van openbare en privaatskole in Lesotho se onderwysstelsel te bepaal en te asses seer. Ses gehalte-indikatore, wat deur die bevolking van Lesotho as die belangrikste aanduiders van 'n effektiewe skool geïdentifiseer is, is gebruik om die effektiwiteit van die openbare en privaatskole wat deel van die steekproef uitgemaak het, te bepaal. Die doel van die studie was ook om dié gehalte-indikatore wat nie aan die gestelde verwagtinge voldoen het nie, uit te lig en gepaste aanbevelings in die verband te doen. Voorts het die navorsing ten doel gehad om leemtes in die bestaande kennisveld aan te vul en waar moontlik, kennis te verfyn en nuwe insigte te verskaf. Ter bereiking van gestelde doelwitte is daar eerstens, ter wille van 'n teoretiese begronding en insig in ter saaklike aangeleenthede, 'n omvattende literatuurstudie en dokument-analise van praktykte in die skole wat deel van die steekproef gevorm het, onderneem. Die empiriese ondersoek het in die eerste instansie bestaan uit 'n verkennende opname onder 125 vrywilliges (leerders, ouers en onderwysers, wat volgens die ewekansige steekproefmetode uit die bevolking van Lesotho gekies is). Die doel van hierdie verkennende opname was die identifisering van items wat in die vraelys oor gehalte-indikatore ingesluit moes word. In 'n kwantitatiewe ondersoek is 'n vraelys oor persepsies oor gehalte-indikatore, wat 'n rol kan speel in die bepaling van die effektiwiteit van openbare en privaatskole in Lesotho, aan 55 respondente uitgedeel. Dié respondente, (20 onderwysers, 11 ouers, 7 administratiewe beamptes en 17 leerders) wat volgens die ewekansige steekproefmetode gekies is, was verbonde aan die drie openbare en die drie privaatskole wat deel uitgemaak het van die steekproef. Kwalitatiewe data is met behulp van vraelyste wat deur 181 leerders voltooi is, bekom. Dié data is gevalideer deur in-diepte, gerigte onderhoude met 113 leerders verbonde die geselekteerde skole. Hulle sieninge is bevestig deur semi-gestruktureerde onderhoude met 18 opvoeders verbonde aan die geselekteerde skole. Waarde-toegevoegde statistieke is verkry deur die analise van resultate van gestandardiseerde syfer- en lettervaardigheidstoetse wat deur 225 leerders geskryf is, asook 2001 leerders se eksterne eksamenuitslae. Hoewel daar faktore is wat die objektiwiteit en geldigheid van die studie, asook die veralgemeningspotenisiaal daarvan moontlik kon beïnvloed het, kan verskeie gevolgtrekkings gemaak word. Met betrekking tot die effektiwiteit van openbare en privaatskole in Lesotho, is leemtes in beide skoolstelsels, en nie net in die openbare skolestelsel, soos vroeëre navorsing aangedui het, gevind. Tweedens blyk dit dat 'n skool (hetsy 'n openbare of 'n privaatskool) gemeet aan sekere van die gehalte-indikatore, effektief blyk te wees, terwyl dit gemeet aan van die ander indikatore, oneffektief blyk te wees. Dié bevinding weerlê ook vroeëre bevinding dat alle openbare skole in Lesotho op alle terreine oneffektief is. Derdens is bevind dat 'n effektiewe of 'n oneffektiewe skool nie vir alle leerders effektief of oneffektief is nie. Laastens blyk dit dat daar nie 'n eenvormige beleid by openbare skole is nie met betrekking tot leerdertoelatings, bestuur, personeelwerwing, bestuursliggame en finansiering. Die navorsing het nie net reeds bestaande navorsing oor probleemareas in openbare en privaarskolestelsel van Lesotho bevestig nie, maar ook dié kennis aangevul en aanbevelings aan die hand gedoen om hierdie probleme te oorkom. Voorts dra die navorsing by tot internasionale bevindinge oor die relatiewe effektiwiteit van openbare en privaatskole in ontwikkelende lande. Die navorsing herbevestig die siening dat veranderinge slegs effektief en betekenisvol sal wees, as dit op beide makro- en mikrovlakke plaasvind. Ten slotte word gekonkludeer dat as veranderinge, soos voorgestel deur hierdie studie, deeglik beplan en geïmplimenteer word, toekomstige onderwyskliënte en belanghebbendes 'n verbetering in die ses belangrikste gehalte-indikatore van effektiewe skole sal kan waarneem.
Thesis (Ph.D. (Comparative Education and Education Management))--University of the Free State, 2002
Keywords: Education -- Lesotho; Public schools -- Lesotho