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UNDP/LES/72/062 (Phases I & II) Terminal Report LESOTHO

National Teacher Training College

Project Findings and Recommendations

Serial No. F M R / E D / O P S / 8 3 / 2 0 4 (UNDP)

United Nations Educational, United Nations Scientific and Cultural Development Organization Programme

Paris, 1983

L E S O T H O

National Teacher Training College

Project Findings and Recommendations

Report prepared for the Government of Lesotho by the United Nations Educational, Scientific and Cultural Organization (Unesco) acting as Executing Agency for the United Nations Development Programme (UNDP)

United Nations Educational, Scientific and Cultural Organization

United Nations Development Programme

Terminal Report UNDP/LES/72/062 (Phases I & II) FMR/ED/OPS/83/204(UNDP) 30 June 1983

© Unesco 1983 Printed in France

TABLE OF CONTENTS

Paragraphs

List of Abbreviations Used in the Report

NTTC Plan

I. INTRODUCTION ( 1 - 1 4 )

Background 1 - 2 Outline of Official Arrangements 3 - 1 0 Objectives of the Project 11 - 14)

II. PROJECT ACTIVITIES, PROBLEMS AND ACHIEVEMENTS (15 - 97)

Co-ordination of Inputs 15 Building 16 - 25 Equipment 26 - 33 International Staff 34 - 36 Bilateral Staff 37 - 38 National Staff 39 - 47 Staff Development 48 - 53 Pre-Service Programmes and Curriculum 54 - 84 Internship 85 - 88 Co-operation with NUL 89 - 94 Organization and Management 95-97

III. CONCLUSIONS (98 - 101)

IV. RECOMMENDATIONS (102)

APPENDICES

A. Extract from Project RevisionV, signed by CPDO on 24 January 1976

B. (a) Unesco Experta and Consultants ; (b) UN Volunteers serving with NTTC

C. On-Campus Staff

D . Field Staff - Manning of Internship Sites

E . Programmes of Study

F. NTTC - Student Intake & Graduate Output

G. Equipment

H. Project Revision 'M*

I. Board of Governors - Constitution

J. Bibliography

K. Project Chronology

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List of Abbreviations Used in the Report

ACL Anglican Church of Lesotho i

AMSTIP Accelerated Mathematics and Science Teachers Improvement Programme

APTC Advanced Primary Teacher's Certificate

CIDA Canadian International Development Agency

COSC Cambridge Overseas School Certificate

CPDO Central Planning and Development Office

DANIDA Danish International Development Agency

ERC Educational Resource Centre

GCE General Certificate of Education

IMRC Instructional Materials Resource Centre

JC Junior Certificate

LAC Lesotho Agricultural College

LDTC Lesotho Distance Teaching Centre

LEC Lesotho Evangelical Church

LESPEC Lesotho Pre-Entry Course

LIET Lesotho In-service Education for Teachers

LTI Lerotholi Technical Institute

NTTC National Teacher Training College

NUL National University of Lesotho

PTC Primary Teacher's Certificate

RCM Roman Catholic Mission

SIDA Swedish International Development Authority

SIM Self-Instructional Materials

STC Secondary Teacher's Certificate

STTC Secondary Technical Teacher's Certificate

TSU Teaching Service Unit

UBLS University of Botswana, Lesotho and Swaziland

UNDP United Nations Development Programme

UNESCO United Nations Educational, Scientific and Cultural Organization

UNICEF United Nations Children's Fund

WFP World Food Programme

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LES/72/062(Phases I & II) - National Teacher Training College

TERMINAL REPORT

I. INTRODUCTION

Background

1. In the I960's Lesotho's educational system was handicapped by a shortage of trained teachers and a lack of national unity and centralization. Almost all the schools were owned and run by religious missions and maintenance of the already high student-teacher ratio was dependent upon a large number of untrained teachers. In addition, the only teacher training available was that provided by seven widely dispersed, mission-controlled colleges.

2. The Government of Lesotho was concerned that the education given in the country's primary and junior secondary schools fell short of preparing students for the developmental tasks outlined in the Five-Year Plan (1970/71 -1974/75). Since Lesotho is a predominantly rural and agricultural country, it was felt that education should take an environmental and functional approach. Moreover, the key person in any process of internal reform or adaptation of an educational system is the teacher and teacher training seemed the logical focal point for change. It was the opinion of several international missions, which visited Lesotho during the 1960's, that one central and well-equipped institution could conduct this training more efficiently and effectively than the seven existing colleges. In establishing a national teacher training college in Maseru built around a less academic and more functional programme, the Government hoped not only to gain control over education at the primary and junior secondary levels, but to generate a general reform of its contents and methods. As a result, the setting up of such a college, capable of accommodating 1,000 students, 800 of whom would be boarders, was given a prominent place in the Five-Year Development Plan.

Outline of Official Arrangements

3. The initial request to UNDP for assistance in establishing a national teacher training college was approved by the Governing Council of UNDP in June 1972 and the project document (LES/72/062/A/01/13) was signed by the Central Planning Office on behalf of the Government of Lesotho on 13 April 1973. The project document provided for a UNDP contribution of $1,029,500 and a Government contribution of R.1,373,550, over a period of 5 1/2 years commencing 1 July 1974, with Unesco acting as Executing Agency and the Ministry of Education as Government Cooperating Agency.

4. Before implementation began, however, the Government requested that some amendments be made to the project document to bring it into line with proposals made during the preparatory phase and to rephase the work plan in accordance with the revised building schedule. A project revision was signed by the Government on 10 July 1974 and UNDP's contribution increased to $1,112,100. Operations were now scheduled to commence in September 1974 and the Unesco/UNDP input included the services of a chief technical adviser, six subject specialists, one OPAS expert, consultants, fellowships, equipment, miscellaneous costs; and UN Volunteers.

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5. The project became operational in September 1974 with the arrival of the Chief Technical Adviser and building operations commenced in November of that year.

6. Inputs from other sources were to include $900,000 from the Danish Government towards the cost of the buildings; $541,950 from UNICEF for in-service training activities; $400,000 for the construction of 34 staff houses, technical assistance, and language laboratory facilities from the British Government; support for the LIET programmes, the building of ERC's, LESPEC and AMSTIP from the Dutch Government; the provision of buildings and equipment and staff for the STTC programme as well as the payment of student stipends on the part of the Government of the Republic of Ireland; technical assistance from the USA and Scandinavia; $200,000 worth of food from the World Food Programme; 22 fellowships financed by the Federal Republic of Germany. These inputs were made available as and when required according to programme needs.

7. The text of the project document was again amended and signed by the Government on 24 January 1976. This revision referred to a new governing body for the College, viz., the Board of Governors, and specified its composition. It also stated that the Director of the NTTC had been designated as the Senior Ministry official for teacher education, and that the NTTC was to have been given responsibility for co-ordinating the in-service education and curriculum develop­ment of the country.

8. The revision also called for a number of innovations in the areas of curriculum, organization and modes of instruction, and assessment. Despite a savings in man-months, however, there was an increase in costs due to an increase in the equipment component and provision for the employment of local support staff. The UNDP contribution rose to $ 1,680,258. At the same time,the Government's contribution rose to R. 3,957,858, largely owing to an increase in tutorial staff from 34 to 117.

9. On 17 May 1978 a further project revision was signed by the Government. In this version the projected intake figures for 1979 were reduced from 500 to 350, implying an on-campus enrolment of 700 at most. Three expert posts were extended by 12 months and a fourth by 24 months. The provision for consultant services, training and equipment was increased and the UNDP contribution now totalled $2,063,529. The Government's contribution rose to R. 4,562,395.

10. Following the visit of a Unesco/UNDP evaluation mission to Lesotho in August 1980, a project revision for a second phase was signed by the Government in January 1981. This covered the services of the Chief Technical Adviser and three specialists, one consultant, five UN Volunteers, administrative support, and funds for training and equipment. The total UNDP contribution increased to $ 2,686,699, while the Government's contribution for 1981/82 was R. 2,200,236.

+ For details see Appendix A to this Report.

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The project is continuing in 1983, with very limited inputs, under code number LES/82/008.

Objectives of the Project

11. The 1973 long-term objectives of the project were:

(i) to improve the quality of teaching at the primary and junior secondary levels by providing a central, well-equipped college to replace the seven existing widely-scattered mission colleges;

(ii) to give the Government direct control over the training and employment of teachers.

12. The immediate objectives aimed at were:

(i) to establish a national teacher-training college at Maseru, the major function of which would be the pre-service training of 140 primary and 30 junior secondary teachers annually;

(ii) to provide in-service training for the vast majority of Basotho teachers through semester courses, vacation courses, on-the-job training, and seminars and workshops;

(iii) to assist in curriculum reform at the primary and junior secondary levels.

13. Project document revisions of 1976 and 1978 retained the same basic set of objectives, although the projected intake of teachers to be trained increased from 300 in 1976 to 350 in 1979.

14. Finally, the project objectives for the Second Phase laid emphasis on "ensuring an adequate flow of new teachers with appropriate training to the primary and junior secondary schools; developing more appropriate training modes and materials for trainees taking the Advanced Primary Teacher's Certificate; revising the annual intake of the STC programme to at least 100 so as to meet the demand resulting from the decision to create 39 new secondary schools; diversif­ying College offerings by adding a Secondary Technical Teacher's Certificate; providing for the numerous unqualified or underqualified teachers in service; developing a cadre of well-qualified Basotho teacher educators and introducing improved instructional material into schools.

II. PROJECT ACTIVITIES. PROBLEMS AND ACHIEVEMENTS

Co-ordination of Inputs

15. The project co-ordinated assistance from numerous sources, notably:

the Danish Government, which provided funds for the construction of College buildings, as well as for ten staff members (experts and

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volunteers) in the areas of Librarianship, Audio-visual Aids, Reading, Home Economics and Educational Research, and for supplies and equipment related to these areas;

- the British Council, which funded three expert posts in the areas of English, Mathematics and Science, provided six consultancies in the areas of material-writing, evaluation and English language; installed a language laboratory; and made contributions of books to the NTTC and the ERCs;

the British Government, which funded the construction of 36 staff houses and helped increase the salaries of senior lecturers in Mathematics, Science and Agriculture;

- the United States, which provided Peace Corps Volunteers (cf. Appendix D), funded the Instructional Materials Resource Centre which was housed in the College from 1978 to 1982; and supplied one staff member, as well as four fellowships in Agriculture;

the Government of the Netherlands, which provided support for LIET programmes, the building of ERCs, LESPEC and AMSTIP;

the Irish Government, which supplied buildings and equipment, paid student stipends, and provided staff for the Secondary Technical Teacher's Certificate Programme;

UNICEF, which provided two vehicles for field work, as well as equipment and furniture for ERCs, and funded the village nutrition demonstrations given by NTTC interns in 1980 and 1981;

WFP, which helped with the feeding of the students through Project WFP/Lesotho/544;

UN Volunteers, who represented 17 additions to the staff of the project, in teaching, research and administration.

Building

16. The appointment of a Unesco architect to a complementary UNDP-financed project, ensured swift implementation of building plans. Work on the adminis­tration block was begun in November 1974, and the building was completed and ready for occupation by April 1975. During that period students were housed and taught in premises rented from the adjacent St Joseph's College, but by the beginning of the 1976 school year classrooms, dormitories and cafeteria facilities were available at the NTTC. By mid-1978 construction work was virtually completed, and it was possible to set aside the residue of construction funds for modific­ation and maintenance. The inventory of College accommodation at that time was : Administration block, kitchen and dining facilities; seven dormitory blocks (total capacity - 560); four classroom buildings comprising five four-module

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classrooms (including science laboratories) and 12 one-module classrooms; an Agriculture/Home Economics block; an Elementary Technology/Art & Craft block; a Resource Centre (Library and audio-visual resources, including language laboratory and micro-teaching facilities); an auditorium with a seating capacity of 271; a staff office block; a student recreation centre. Tennis and netball courts, as well as a football field, had also been provided. The total amount made available by the Danish Government for construction purposes was R. 1,516,530.

17. Between 1978 and 1980 some of the remaining Danish funds were used for the installation of a cold store, the creation of two new classrooms, a storage space adjacent to the Library and another storage space attached to the Elementary Technology block. The remainder was spent on the employment of a maintenance crew (mechanic, carpenter, plumber, electrician).

18. In 1979 the US Peace Corps made funds available for the building on campus of dormitory and living space for field staff paying short visits to Maseru.

19. In 1981-82 the Lesotho-Ireland Technical Education Project arranged for the construction of an extension to the Technical Block. At the same time, an area in the Resource Centre, which had been occupied by the IMRC before its move to new premises, was converted into an Art and Craft Room. Also in 1982 a building rented from St Joseph's was pressed into service as a gymnasium (following the recruitment of a UN Volunteer in Physical Education), while one of the single-module classrooms was adapted to be used for Commercial Studies.

20. By and large, the money available for construction was widely used, and shortage of classroom space has never led to an insoluble time-tabling problem. Indeed, the classroom situation should become easier as the adjacent Maseru Day High School phases out and the accommodation is put at the disposal of the NTTC. However, the multi-purpose hall recommended by the Unesco Mission of 1972 has not been built, and the auditorium built in its stead is unsuitable for student assemblies (a seating capacity of 271 was inadequate for the 1982 on-campus enrolment of 747), physical education and examinations; runaway enrolments have made dormitory accommodation inadequate; the growth in staff members has led to crowded conditions in tutorial offices; a specialist room for music is lacking; and there is no on-campus housing for boarding officers. The unplanned growth in enrolment .combined with a shortage of tutorial staff,has led to a 257« increase in class size and consequent overcrowding in the classrooms.

21. Though the buildings were designed to require the minimum of maintenance (unplastered brick interiors, etc.), in some cases that minimum has not been available. The kitchen and dining hall were re-painted in 1981, but broken windows still go unmended for months; tattered curtains hang loose from broken curtain rails; every classroom, and dormitory has its quota of broken furniture and used fluorescent tubes are not replaced. The state of the grounds is no better : weeds have taken over the tennis courts and, despite a recent cleanliness campaign, there is litter everywhere.

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22. From 12 August 1974 onwards, the British High Commission made funds available for the construction of 34 staff houses. Work proceeded slowly : by-October 1976 only six houses had been completed, and as a consequence of inflation the original provision of R. 719,000 had to be increased by R.250,000 to ensure that the project would be completed. In all, 36 houses were actually constructed; six on sites in various parts of the town, eleven at Hillsview, and nineteen on a site adjacent to the College campus. Work on these was completed in mid-1978.

23. The British High Commission's project aimed at providing a house for every tutor joining the NTTC, but the 1973 project document for LES/72/062 specified only 34 tutors. In other words, the growth of staff and staff housing needs were not anticipated or provided for. Thus, today's staff is divided into the "haves" and the "have-nots" when it comes to housing, and this problem contributes a serious impediment to the recruitment of national staff, as well as rendering more difficult the integration of donor-funded staff, given that donors insist on housing being made available for their staff immediately on arrival. Currently, the NTTC is unable to give such guarantees.

24. Nor has it proved possible to obtain funding for the construction of houses for field staff at the internship sites, though the lack of adequate rural housing for Basotho field staff and their dependants is an important cause of the high wastage rate among graduates of the NUL Supervision Project (LES/75/037). A proposal for a Field Staff Housing Project has been approved by CPDO and has been circulated to various funding agencies.

25. The Dutch Government has funded the construction of 34 educational resource centres, one for each internship site. These are simple one-room buildings constructed by local builders and housing a small reference library (donated by the British Council), as well as some basic equipment and supplies. The centres serve, among other tilings, as places where NTTC field staff can meet their interns or the local teachers whose in-service studies it is their task to direct. 24 ERCs have been completed to date.

Equipment

26. The College is well supplied with equipment. In addition to that provided by UNDP/Unesco (cf. Appendix G for list of major items), audio-visual equipment was purchased from Danish funds, a language laboratory was installed by the British Council, typewriters were donated by CIDA, excellent reprographic facilities made available while the USAID-funded Instructional Materials Resource Centre was housed in the College, and equipment for wood-working, metal-working and technical drawing provided in generous measure by the Lesotho-Ireland Technical Education Project.

27. In general, equipment was delivered on time, fully utilized and properly maintained. Local purchase made it easy to avoid delays in delivery and ensured adequate servicing arrangements. The recent sharp fall in the value of local currency against the US dollar has also made this practice especially economical.

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28. Library books constitute an important part of UNDP/Unesco's contribution to the equipping of the College and the library now has a collection of some 14,000 volumes.

29. Transport posed a number of problems, and while the project's locally-recruited administrative officer did a good job of controlling vehicle use and arranging for the supply of spare parts, etc., there was little she could do to reduce the damage caused to vehicles in the course of use and upkeep.

30. After many attempts had been made to put it into working order, it was reluctantly agreed that the language laboratory was an inappropriate investment and it was consequently written off, with the space being put to other uses.

31. In September 1981, as an economy measure, almost all Government vehicles were immobilized. Unfortunately, this had adverse effects on the internship and in-service programmes.

32. All inventoried equipment purchased during the first phase of the project was formally handed over to the Government in July 1980,but no date has yet been set for the handing-over of Phase II equipment.

33. The total amount foreseen for equipment amounted to $341,703, of which $298,450 had been spent before 31 December 1979.

International Staff

34. The man-months of expert service to 31 December 1982 total 395 (388.2 for experts and 6.8 for consultants). The budget under this heading was $ 1,942,659.

35. Seventeen United Nations Volunteers made a valuable contribution to the Project in various capacities - material writing, teaching, research and administration - at a cost of $ 147,088.

36. The recruitment of international staff lagged at times: there was an interval of almost eight months between the departure of the first CTA and the arrival of the second ,and one expert joined the two-year Second Phase of the project ten months after it had begun.

Bilateral Staff

37. While the number of UN staff members on campus peaked at 17 (eight experts.and nine UN volunteers) in late 1976, dwindled to four ( two experts, two Volunteers) in 1980-81, and rose again to nine in 1982, bilateral staff on campus rose from four in early 1975 to 16 in late 1977, before dwindling steadily to four in late 1982. (These figures exclude staff of the IMRC, which

+ Appendix B lists the Unesco experts, associate experts and consultants, as well as United Nations volunteers who served the project.

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was housed in the College from March 1978 till March 1982.) Despite these ups and downs, by early 1978 national staff outnumbered expatriate staff on campus.

38. The launching of the internship programme would have been impossible without the assistance of the Peace Corps, which provided all the field staff for the first three years of its existence (1976-78) and manned a majority of the internship sites until 1982.

National Staff

39. There was a fairly steady growth in on-campus staff (national and expatriate) until 1979, when a slight decline set in in the numbers of both national and expatriate staff.

40. The figures set out in Appendix C include the three senior administrators (Director, Deputy Director and Registrar), as well as those who were engaged as tutors, but have been assigned other duties, e.g., the librarian, the co-ordinator of internship and the co-ordinator of in-service programmes. It also includes those on study leave.

41. In the 1978 project revision the Government of Lesotho committed itself to the provision, by 1980, of a Director, a Deputy Director, a Registrar and 55 on-campus teaching posts. The number of established teaching posts in late 1982 was 75, or 367» more than the Government commitment. On the other hand, the undertaking to create 30 field staff (or intern supervisor posts) has not yet been fully fulfilled: only 20 have been established to date.

42. It must be pointed out, however, that in October 1982, 22 of the tutorial positions were vacant, while three were occupied by staff assigned to non-teaching duties, and another three by tutors on study leave. Thus, the number of nationals engaged in teaching was, in fact, only 47, giving an on-campus staff-student ratio of 1:14. (This takes no account of interns and in-service students.) At the same date three Field Staff positions were vacant and two members of the Field Staff were on study leave at NUL. Thus, there were only 15 Basotho and 10 Peace Corps supervisors available to man the 34 internship sites.

43. Unfortunately, there are no national staff members in Physical Education or Music, and the national staff of the Home Economics Department consists of one tutor - as it did in 1975, when on-campus enrolment was little more than one-tenth of what it is today.

44. Staffing has been a contentious issue since the founding of the College, and while it would be inappropriate here to repeat all that has been said on the subject or to duplicate the carefully researched findings and recommendations of the Organization and Management Report, a brief account of the staffing problem must be given, since the failure to find a solution to this problem and the

+ See Appendix C for details

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consequent demoralization of the staff have seriously reduced the effectiveness of project inputs.

45. For certain older Basotho who now hold important positions in the community, the teacher training college offered the only means of obtaining an education beyond the junior secondary level. The allied vision of a teacher training college as a kind of secondary school with an overlay of professional training is, unfortunately, a firmly-rooted one and needs to be challenged -constantly.

46. In practice, the decision to include College staff in the Civil Service has had the effect of cutting them off from the school system which the College exists to serve and which ought to be the main source of recruits to its staff. In addition, it places teacher educators on salary scales which are unrelated to the salary scales of teachers at either school or university level. Slow bureaucratic procedures make swift transfer of staff out of the schools and into the College difficult. Transfer in the reverse direction is equally difficult. The procedures involved in promotion appear to be even more time-consuming than those required for appointment, and the appointment of lecturers and assistant lecturers is held up because deserving lecturers cannot be promoted to senior lecturer positions, the majority of which are vacant. The new recruit to the College staff may not immediately enjoy what his more fortunate colleagues regard as a right, viz., a College house, and he will soon discover that understaffed departments carry a very heavy workload, while well-staffed departments have a relatively light load. Nor is there anything like a consensus as to what ought to constitute a normal teaching load. At the beginning of the 1981 school year, the Deputy Director approved the doubling-up of classes where the average number of weekly contact hours in a department exceeded 14. This seemed to imply a norm of 14 hours of teaching per week - not an unduly high figure, except perhaps by comparison with the secondary schools, where there is some under-employment of graduates and where the staff enjoy longer holidays

than the 20 days per year accorded civil servants. While resignations among on-campus staff have been few - if only because College housing is more attractive than the job it goes with - the same cannot be said of the field staff, particularly those training to B.Ed, level in the NUL Supervision Programme for whom the rewards offered by the schools are much more attractive than the conditions of hardship attached to work in the rural areas. Less than eight years after the founding of the College, staff conditions of work are still far from perfect.

47. Support staff, like tutorial staff, are civil servants. Secretaries, typists and clerks were transferred into and out of the College with great rapidity, and much of the benefit that a new institution might have gained from continuity of staffing,while endeavouring to create its own internal procedures, was thus lost. To help offset this trend,the 1976 revision created a budget for a project support staff of nine (administrative officer, secretary, driver, typists, printing assistants). This staff gave good service to the project until 31 March 1980, when arrangements were made for them to be transferred to the Government payroll. Two of them left immediately, while the others remained

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on for some time before accepting better-paid employment elsewhere. The four-man maintenance team which had been paid from DANIDA funds was transferred to Government service.

Staff Development

48. The 96 man-months of fellowship provided for in the 1973 project document were reduced to 24 in the 1974 revision and omitted altogether from the 1976 revision. Instead,a provision of $ 16,987 was made for group training and a further $ 4,324 for in-service training. Since bilateral scholarships for study abroad were fairly readily available, the emphasis of the project was on local training, mainly through the University, UBLS as it was then. This strategy served in an economical fashion to develop NTTC staff and increase the training capacity of the national university. Two university training programmes benefited the College.

49. The first of these was a special part-time programme for NTTC tutors. Sixteen members of the College staff enrolled in 1975 and 1976, but at that stage in the history of the College tutors had little spare time or energy for part-time studies. The programme also encountered organizational difficulties, and in the end only two of the original sixteen achieved a B.Ed, degree.

50. The second university programme was the Supervision Programme LES/75/037, launched primarily (but not solely) with the intention of creating a qualified NTTC Field Staff to replace the Peace Corps Volunteers who had pioneered the work of intern supervision. This is one of the happier examples - at both administrative and professional levels - of NUL-NTTC co-operation. The College has a double interest in the Supervision Training Programme since it serves to meet not only the immediate need of the College for field staff, but also its long-term need for qualified tutors with experience of the rural school situation and the problems of preparing young people to teach in that situation. It is therefore doubly unfortunate that the College should have been unable to derive full benefit from this programme because a) the establishment of field posts is inadequate - only 20, though there are 34 internship sites; b) when staff (Basotho or Peace Corps) are in short supply, field staff cannot be released from their duties to study at NUL. Thus, in 1982, three field posts were vacant, and even though the Programme can accommodate up to 10 NTTC staff, only two have been granted study leave. Appendix D shows the contribution made by the NUL programme and the loss of trained staff suffered by the NTTC. It takes one year to obtain a Dip.Ed, two years to obtain a B.Ed : the national members of the field staff at present represent 18 man-years of NUL training. At the present rate of enrolment (two per annum), it will take another 25 years to create a fully qualified field staff.

51. Another component of local training has been the consultancies and conferences on various professional concerns which were organized as seminars or workshops in order to ensure full and active participation by staff members. In most cases the quality of these consultants was outstanding and their consult­ancies provoked a great deal of thoughtful discussion.

52. Apart from local training at NUL and on-the-job training, 36 members of staff, past and present, had the opportunity of going abroad either for brief study tours, or for study programmes of one year or longer, leading to a post-

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graduate qualification.

53. Instructors in Physical Education, Music or Home Economics have to be trained abroad, since there are no institutions in Lesotho that provide training in these areas to a high enough level. But though there are plenty of bilateral scholarships available, there is a serious snag : as a Government institution, the NTTC cannot send people abroad for training unless they have been appointed to the staff, and they cannot be appointed to the staff unless they have had the requisite training. To resolve this dilemma the College has proposed the creation of a new category of staff, the trainee tutor, and has drafted job descriptions to match, but the proposal has not yet been approved.

Pre-Service Programmes and Curriculum

54. The College offers pre-service training programmes leading to a) the Primary Teacher Certificate; b) the Advanced Primary Teacher's Certificate; c) the Secondary Teacher's Certificate; and d) the Secondary Technical Teacher's Certificate. The first three programmes cover three years, with the middle year being an internship. The STTC comprises a one-year programme followed by a year of probation.

55. The programme with the largest intake (cf. Appendix F) is Che PTC, which is open to holders of a 1st, 2nd or 3rd class Junior Certificate (obtained after ten years of schooling). Its stated objectives are:

to develop the student's capacity for independent study and his command of the two media of study and instruction, Sesotho and English;

to extend his general education beyond the J.C. level and ensure his mastery of the subject matter in the Primary School Curriculum;

to provide a foundation of educational theory, an initial training in techniques of instruction and assessment, and a one-year intern­ship under close supervision;

to orient the student towards development at the school, communal, and national levels;

to make the student aware of the opportunities available for career-long personal and professional growth through upgrading courses and private study.

56. This programme has remained virtually unchanged since its inception. Its main weaknesses are the consequence of over-enrolment and under-staffing, which have led to over-crowding of classrooms and restricted the amount of time spent by students in small-group training sessions(micro-teaching, etc.).

+ For details see Appendix E

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57. On the other hand, the present APTC Programme, which dates from 1980, is radically different from the earlier version introduced in 1975. Its objectives are:

- to strengthen the teacher's general education;

to develop his capacity for independent study;

to improve his command of Sesotho and English;

to increase his understanding and mastery of administration and supervision in the primary schools;

to strengthen his techniques of teaching and assessment, particularly in the areas of Reading (in both Sesotho and English), Mathematics and TESL;

to orient the teacher to possible future roles as an agent of change in the community;

to make the teacher aware of the opportunities available for continuing professional growth.

58. The principal objections to the earlier version of the Programme was that its structure (which included specializations) enabled it to be treated as a mere appendage of the Secondary Teacher's Programme. One consequence of this was that APTC graduates were quickly snapped up as specialist teachers by the secondary schools. The new version is more closely linked to the work that its graduates will face in the primary schools.

59. Admission to the APTC is limited to qualified primary teachers with some five years' experience, and those who obtain the APTC certificate are paid on the same scale as holders of the STC. This is only as it should be, given that the work of the primary school is as valuable as that of the secondary school.

60. The Secondary Teacher's Certificate has the following stated objectives:

to strengthen the student's general education and extend his specialist knowledge beyond COSC level;

to develop his capacity for independent study;

to ensure his mastery, for teaching purposes, of the J.C. syllabus in his specialist subjects;

to provide a foundation of educational theory, an initial training in techniques of instruction and assessment and a

+ For intake and output figures,see Appendix F

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one-year supervised internship;

to orient the students to development at the level of the school, the community and the nation;

- to make the students aware of the need for,and the opportunities for professional growth through in-service and other educational programmes.

61. Admission requirements for the Secondary Certificate are either COSC (1st, 2nd, 3rd Class) or GCE.with three credits and two passes,or J.C. + Diploma in Agriculture or J.C. + Diploma in Home Economics or J.C. + Commercial Studies Diploma.

62. As can be seen from Appendix F, the target intake of 100 for the programme has never been reached, chiefly because there is a dearth of candidates with appropriate qualifications. Serious efforts have been made to increase the pool of candidates through the Dutch-assisted LESPEC (Lesotho Pre-Entry Course), which provides an intensive course in Mathematics and Science to upgrade school leavers to University or College entrance, and also through AMSTIP II, another Dutch-assisted programme which aims to upgrade unqualified teachers of Mathematics and Science now in the secondary schools to College entrance level. For this certificate, students are required to take a First Specialization studied in years I and III and a Second Specialization studied in year III only. Sesotho, English, Mathematics, Science, Development Studies, Agriculture, Home Economics and Religious Education may be taken as either First or Second Specializations. Commercial Studies is offered only as a First Specialization, while Health Education is available only as a Second Specialization.

63. Like the PTC, the STC Programme has not undergone major revision: Religious Education and Health Education have been added to the list of special­izations, and Elementary Technology has been added to the list of électives. Some rationalization, however, is necessary, particularly in Agriculture and Home Economics, where there are two different streams of entrants, those with a COSC or GCE and those who have left school after J.C. to follow a two-year diploma course in, for example, the Lesotho Agricultural College.

64. Unlike the other programmes, the STC contains an elective element. Because of staff shortages it has not always been possible in the last three years to offer the full range of elective subjects. As a result, students are sometimes unable to take all the courses they are supposed to take and this is leading to a devaluation of the Certificate, which, in turn, may affect the salary to which a holder of the STC is entitled.

65. The Secondary Technical Teacher's Certificate, introduced in 1980, was established with Irish Government assistance, to train the technical teachers needed to staff the technical classrooms built in a number of secondary schools with the assistance of the Training for Self-Reliance Project. Admission is limited to holders of a Craft Certificate from the Lerotholi Technical Institute (or equivalent qualification). The programme followed is similar to that of Year I STC Specialists, with heavy emphasis on the subject that the students did not

- 14 -

take at LTI, e.g., woodwork for those who qualified in metalwork. Intake is restricted to approximately 10 per year. The future of the programme, once the immediate need for technical teachers has been met, is still uncertain.

66. The development of the College curriculum has not been a smooth continuous process. In the absence of a Co-ordinator of Instructional Programmes or a Deputy Director (Academic) with specific responsibility for programmes and curriculum, the task was left to the Curriculum Committee. After the frenzied efforts of 1975-76, when the basic patterns of the PTC, APTC and STC programmes were laid down (at the same time as they were being taught), the tempo of curriculum building diminished and has continued to do so in spite of occasional bursts of activity. The Curriculum Committee has a frightening backlog of unfinished business. Some general reasons for the ineffectiveness of this and other College Committees are suggested in paragraphs 95 to 97. To these general reasons may be added the particular one that, though the NTTC is a Government institution affiliated to the University, neither the Ministry of Education nor the University are represented at Curriculum Committee meetings -as they formerly were - and thus the stimulus of detached and informed comment is lost.

67. The 1976 Project revision reflected some of the decisions on the curriculum, modes of instruction and assessment that had already been, or were about to be implemented. Section 64 of the documentation reads: 'Agreement has been reached with the Ministry of Education that behavioural objectives appropriate to each curriculum area should be specified; that, in addition to small group meetings and/or laboratories, each curriculum area should make three large-group presentations in the Lecture Theatre each week, with multiple-choice test questions developed for each presentation; that a multiple—choice item bank should be created and that items drawn from that bank should constitute the sole source of items for formal College examinations; and that self-instructional material should play a major role in College Studies...' In the same document, under IIA 1 (c), it is stated: 'At the end of each year trainees will be required to pass an examination and to have satisfactory assessment reports. The basis for all College examinations will be a test item bank (objective tests) consisting of about 5,000 test items for each year in each area of study for any given student. Each year's written examination will count as 50% of the year's credit in each subject and area of study. Participation in classwork, assignments, projects, performance in practical areas, teaching competence and attitudes will also be assessed... ' What happened to some of these ideas will be noted below.

68. In 1975 immediately before the College opened, the weekly number of class hours for each student, regardless of his programme, was fixed at 27. The argument advanced in favpur of this number, a high one for post-secondary studies, was that, as the students would not immediately have textbooks or a library, there should be a large number of classroom hours. It was, perhaps, coincidental, that this working week corresponded quite closely with that of the secondary schools, from which the staff had been drawn. Despite the subsequent provision of a College library, the prescription of textbooks, the production of self-

- 15 -

instructional material, and the crises in staffing and budget which might have dictated a more economical use of staff, the student's classroom hours remain unchanged at 27.

69. The five curriculum areas specified in the 1976 revision remain and a sixth (In-Service and Internship) has been added. The degree of inter-depart­mental consultation and co-operation varies widely from one area to another.

70. By and large, the division of class meetings into large-group meetings and small-group meetings still holds good, though the small groups are growing larger than they used to be (25 or more instead of 20) and the large-group meetings are no longer followed by multiple-choice questions.

71. At first, many staff members were terrified at the prospect of teaching a group large enough, like PTC I, to fill the auditorium. Obviously, some change in their teaching techniques was going to be necessary, and some attempt was made to help them through the Self-Instructional Teaching Improvement Programme. However, since this programme involved assessment of their presentation by an audience consisting of both students and colleagues, the national staff firmly declined to submit to this 'trial by jury', as they saw it. The initial fears, however, have largely vanished, and large-group presentations are an accepted part of the NTTC curriculum.

72. It was equally evident that the staff would need help with the unfamiliar tasks of writing (and re-writing) multiple-choice questions and building up an item bank. Help came from the British Council, which provided two consultancies on evaluation techniques (including the writing of multiple-choice questions) in June 1976 and November 1977. Though these consultancies resulted in a noticeable improvement in the quality of the questions written, dissatisfaction with an exclusive reliance on multiple-choice questions began to manifest itself. Staff from departments as dissimilar as Art and Mathematics felt that multiple-choice questions were not the best means of testing the skills learned by their students, while others were disappointed when the machine that scanned the students' answer cards broke down and they had to score the answers themselves, thus losing one of the promised benefits of the techniques. In other departments, too, an effective 'banking' system never developed. Since the sum of the items often gave a truer picture of a course than the official syllabus, the abandonment of the item bank has sometimes led to an instability of course content, particularly where no written syllabus exists and content is therefore liable to change at the whim of the individual tutor, whose work is seldom effectively monitored by the Head of the Department and is not subject to scrutiny by the Curriculum Committee. In some departments this dissatisfaction has led to the development of other types of objective or near-objective test questions, and as a consequence there is no longer a single standard pattern of test.

73. The complaint against tests consisting solely of multiple-choice questions, especially those seen in advance, was that they did not produce a

- I n ­

sufficiently wide spread of marks. This was true, no doubt, but it was also true in many departments that subjectively assessed tests produced an equally narrow range of marks, sometimes as a result of poor test construction, some­times as a result of the tutor's reluctance to make clear-cut - and sometimes painful - judgments. To some extent, however, this weakness has been compensated for by the standardization of marks, a process which forms an essential part of the evaluation system adopted after long debate and endorsed by the 1978 Evaluation Conference. Still, an interest in alternative evaluation procedures was evident, and led in 1980 to the organization of a consultancy in criterion-referenced testing.

74. The endeavour to produce 'Self-Instructional materials' got off to a promising start : according to a recent survey, 210 units were produced in the years 1976-79, but,in the following years,production declined sharply with the decline in expatriate staff : five were produced in 1980, seven in 1981 and only one in 1982. The same survey found that, of 59 staff interviewed, only 19 used SIM. In view of the stated aim of the pre-service programmes to develop the student's capacity for independent study, to say nothing of the need to reduce staff teaching loads, this is a disappointing result. Some of the reasons for this may be noted briefly : no decisions have been made by the Curriculum Committee on the place of SIM in the syllabus, and there is therefore a great deal of uncertainty as to whether they are to be regarded as integral parts of a syllabus and an alternative to other modes of instruction, or whether they are to be regarded as material which merely supplements the instruction given in the classroom. There is consequently an equal degree of uncertainty about how students learning through SIM should be evaluated. These uncertainties about the use of SIM have also created difficulties for the writers, some of whom have applied the term SIM to material which is scarcely distinguish­able from lecture notes. Also, the difficulties for people not accustomed to writing English, in designing, writing, trying out and refining self-instructional materials are formidable ones, and it was not altogether surprising that product­ivity was low.

75. Unesco staff were heavily involved in all of these endeavours to develop the curriculum, produce materials and improve evaluation.

76. At the outset it should be noted that apart from the formal programmes given below, the Educational Resource Centres (organized by Field Staff and built by local labour) have stimulated non-formal education among the teachers who meet each other in the Centres, where they have access to reference books, teaching materials and equipment. The ERCs are also the focal points for NTTC-organized workshops. Of the 35 Centres projected, 24 are already functioning.

77. In general, the LIET (Lesotho In-Service Education for Teachers) Programmes appeal to mature people already committed to teaching who cannot afford to enrol in full-time pre-service training programmes. Also, the fact that LIET Certificates are recognized by the Teaching Service Unit for salary purposes strengthens the motivation of those who enrol and helps ensure a high success rate.

- 17 -

78. There are seven recognized levels of LIET Certification, but the initial concentration has been on Levels 1 and 2, the levels of greatest need. Level 1 caters for unqualified teachers with no post-primary education; Level 2 caters for unqualified teachers who hold a J.C. or a LIET 1 Certificate. Each programme consists of five on-campus vacation courses and four intervening periods of field work. College staff design the courses, prepare the materials, and teach the classes, thus ensuring conformity of in-service content, methods and standards with those of pre-service programmes. The field assignments are marked by Field Staff, who hold monthly tutorials on site (usually in the ERC) and provide needed guidance.

79. LIET provides an interesting example of co-operation between institutions, the College handling all the pedagogic aspects of the courses, while the Lesotho Distance Teaching Centre provides materials for the study of school subjects. LDTC has also been commissioned by LIET to prepare special distance-teaching courses.

80. To date, the success of LIET has been based on the maximum utilization of available resources (field staff, campus staff and facilities, LDTC) together with Dutch support for the training programme and the building of ERCs. There has been continuity, too, in Unesco assistance : the In-service post has been held by the same Adviser since 1977.

81. LIET enjoys a measure of independence in finance (since there is Dutch funding) and in organization (since most campus staff prefer to avoid involvement in a programme which is most active during the pre-service vacation). It has been able to build its own curriculum with inputs made by the teaching departments in response to very specific requests from the In-Service Division.

82. As in other programmes with a distance-teaching element (e.g., the Open University), the local tutor is indispensable. Without the personal contact provided by the tutor on the spot, LIET's unusually low drop-out rate of 137o over the two-year programme would never have been achieved. Thus, the present shortage of Field Staff, the inability of NTTC to recruit and retain the output of LES/75/037, and the 'grounding' of College transport pose a serious threat to LIET, as well as to the internship.

83. The output from Levels 1 and 2 (cf. Appendix F) has already reduced the proportion of unqualified teachers in the primary schools. Given the importance of management to the effectiveness.of a school system, LIET proposed that primary school head teachers should be the next group selected for in-service training. Accordingly, a proposal was drafted and, after much study, approved by the College staff and Governors subject to the availability of staff. In this way the programme was condemned to remain in abeyance until such time as the vacancies in the College staff are filled, whenever that may be.

84. The economy of the LIET Programme (even without Dutch assistance) has been recognized by the Planning Unit of the Ministry of Education, which has recommended that, in the present economic climate, only the most modest expansion

- 18 -

of pre-service training for teachers should be considered, but that increased emphasis might be placed on the training of people who are already committed to a career in education.

Internship

85. Some interns have proved poor teachers - not surprisingly, since internship is part of their training to become teachers - but the schools continue to ask for interns, and in September 1982 the Faculty of Education decided to follow the NTTC's lead and establish its own internship programmes. As against this, understaffing, discontent and lack of transport in both the campus and the field are bound to have an adverse effect on the preparation and the supervision of NTTC interns.

86. In 1976 it was decided that interns should receive a monthly stipend of M50 for taking a full teaching load. In 1982, despite seven years of inflation, interns receive the same stipend of M50; an unqualified teacher with a J.C. receives M105. Interns are not expensive. In the first year of the programme when the supervisor-intern ratio was approximately 1:10, it might have been argued that the cost of supervising the interns was high. Now that the field staff also serve as tutors for the more than 500 teachers enrolled in LIET programmes that argument carries little weight.

87. The cost of transport, it is true, has gone up. Less use would be made of transport, however, if field staff were provided with reasonable housing so that their families could join them on the site. A member of the College field staff with a home at the site could be a valuable member of the local community, an agent of change working from within. This argument is developed in the Field Staff Housing Project Proposal referred to in paragraph 24.

88. The establishment of a country-wide network of support for teachers and training through the College field staff and the educational resource centres is an achievement which UNDP/Unesco may well be proud to have had a share in. It would be most unfortunate if such a scheme were to be crippled by economies which could, if panic yielded to planning, be made elsewhere with much less damaging consequences.

Co-operation with NUL

89. In the early stages of the project, liaison with the University was provided by University representation on the Board of Governors and on the Curriculum Committee. No closer institutional link was sought as it seemed possible that a close association at too early a stage might restrict the freedom of the NTTC to develop its programmes in its own way.

90. However, the University provided training for NTTC staff as early as 1975 and there was even closer collaboration in training when project LES/75/037 was set up.

- 19 -

91. Apart from these formal training schemes there was a good deal of informal exchange of information; NTTC staff participated in the staff seminars conducted by the Faculty of Education; NTTC contributed to NUL studies in • Mathematics and Language; and national staff from NTTC as well as Unesco Advisers stood in for absent University lecturers.

92. Growing mutual appreciation and an awareness that the NTTC had perhaps more academic freedom than it could comfortably handle, led to an application from the College for affiliation, and this application was approved in November 1979. Little was done to implement it, however, until a year later, when it was pointed out that, in terms of the relevant ordinance, the certificates awarded at the 1982 graduation ought to bear the seal of the University. Approval of the NTTC Curriculum and moderation of the last examination taken by the graduands then became a matter of urgency. Since that time the timing, nature and extent of the moderation which the University may choose to exercise has been the subject of protracted but discontinuous, sometimes acrimonious, and always inconclusive, discussion.

93. In terms of the affiliation, the University has the right to be consulted on the appointment of staff to the College. This clause has not been invoked.

94. The possibility of establishing even closer links with the University as a way out of the current difficulties of the NTTC has been mooted and is discussed in the Organization and Management Report (paras 185-191). Even if assimilation to the University were desirable from the point of view of either party, formidable obstacles, mainly financial, remain to be overcome.

Organization and Management

95. Inefficiency in College organization may be traced mainly to:

a; the inadequacy of the administrative structure in relation to

the size and complexity of the institution as it is today: there is no Deputy Director (Academic), no Controller of Accounts, no Superintendent of Maintenance;

b. a lack of clarity in the definition of the duties and responsibilities attached to each of the administrative positions; (Job descriptions for the new posts and revised job descriptions for the present posts have been drawn up but not yet approved by Cabinet (Personnel).

c. the failure to enforce Public Service Regulations even when they are appropriate;

+ The remarks that follow are by way of a gloss on what has already been reported, in considerable detail, in the Report on Organization and Manage­ment at the National Teacher Training College (Unesco, 1982).

- 20 -

d. the lack of support from Department heads, whose administrative responsibilities are neither defined nor remunerated; (Job descriptions have since been drafted.)

e. the practice, understandable in the circumstances, of delegating administrative chores to committees composed of tutorial staff, e.g., Timetable Committee, Admissions Committee - regardless of the dictum that 'all committees are advisory to the Director'.

96. The Board of Governors, whose Constitution appears in Appendix I, does not govern in any real sense of the term. It exercises no control over the income of the College, does not examine its accounts, and has nothing to say on financial policy - partly because the College has no official who can inform and guide the Board in financial matters. Having no power to appoint, promote or dismiss staff, it is unable to exercise any control over College personnel. It can do nothing to check the deterioration of the physical facilities of the College. Its role in 'supervising all programmes and procedures of the College in accordance with directives laid down from time to time' is an empty one, since the directives needed are lacking - and, in any case, this function overlaps with those of the Curriculum Committee and the University. It is not surprising, therefore, that the Governors have echoed the staff's call for autonomy, and, like the staff, have not yet found the energy to translate the catchword into a reasoned proposal.

97. In the conduct of NTTC committee business, Resolutions are not tabled, discussed and voted upon. As a consequence the minutes of meetings seldom report a clear decision as to what should be done, when it should be done, and who should do it. Whatever the cause of the difficulty, it is important that NTTC committees develop a method of facilitating the transition from discussion and decision to action.

III. CONCLUSIONS

98. The project has succeeded in establishing a national teacher training college which, through its pre-service and in-service training programmes, is capable of producing trained staff for the primary schools of Lesotho at an acceptable rate and in economic fashion. It is also close to accomplishing the same result for the junior secondary schools,

99. In the absence of agreed criteria it cannot be confidently asserted that the quality of the output is being improved, or even maintained. Indeed, staff shortages, lack of administrative capacity (leading among other things to over-enrolment), staff discontent and indiscipline, may lead to a lowering of standards.

100. The curricular framework which has been built up is essentially sound and the staff's collective experience of teacher education, mostly acquired

- 21 -

during the project, is considerable. At the same time, one must admit that there is a certain amount of dissatisfaction with the way in which staff and salary issues have been handled. If, for lack of proper support, the College were obliged to dismantle its nation-wide training structure, apart from anything else it would be a tragedy for the many staff members whose concern with the raising of standards recently took the form of four seminars on the subject of professionalism.

101. However, the situation of the College is not irretrievable, and bold treatment of the kind recommended by Unesco consultants in 1980 and 1981 could help bring about the necessary changes.

IV. RECOMMENDATIONS

102. It is recommended to:

1. Re-organize the management structure and fill the new posts recommended, with priority for the appointment of a Deputy Director (Academic), a Financial Controller, a Superintendent of Maintenance and a Personnel Officer.

2. Give consideration to the possibility of seconding an experienced curriculum specialist from NUL to the post of Deputy Director (Academic) so as to renew the process of curriculum development and reform, improve training, arrange for more economical use of staff, and make of affiliation a genuine co-operative undertaking.

3. End the civil service status of professional staff, even if this may entail special financial arrangements with those having a claim to a civil service pension.

4. Give the Board of Governors the responsibility of appointing or promoting professional staff to the number recommended by the Deputy Director (Academic) at salaries agreed by the Board of Governors, the TSU and the Ministry of Finance.

5. Arrange for a major staff seminar to review academic structures, programmes, and procedures.

6. Engage staff in an examination of the ways in which the College can a) effect economies without sacrificing the quality of programmes;and b) generate income through work programmes in which students can acquire practical skills for subsequent transmission to their pupils.

- 22 -

7. Set forth staff rights and responsibilities in a professional code for Basotho teacher educators.

8. Define the working relationships of the College with such institutions as the National University, the National Curriculum Development Centre, the Lesotho Distance Teaching Centre, the Lesotho Agricultural College and the Lerotholi Technical Institute.

9. Re-define the duties and responsibilities of the Board of Governors.

10. Seek a staff exchange scheme with an overseas institution on the lines of the link proposed between Lesley College and the NTTC in 1979.

- 23 -

APPENDIX A

Extract from Project Revision 'C', signed by CPDO on 24 January 1976

1. Pre-Service Courses

(c) Duration and Assessment

The three pre-service courses will be of three years' duration, one year to be a period of internship in rural schools.

At the end of each year trainees will be required to pass an examination and to have satisfactory assessment reports. The basis for all college examinations will be a test item bank (objective tests) consisting of about 5,000 test items for each year in each area of study for any given student. Each year's written examination will count as 50% of the year's credit in each subject and area of study. Participation in classwork, assignments, projects, performance in practical areas, teaching competence, and attitudes will also be assessed. At the end of the final year candidates for certification will be presented to the Board of Governors on the nomination of the faculty and the Director of the College.

(d) Programme of Studies

The Curriculum of the National Teacher Training College will be organized in five areas. Since one of the chief aims of the College is to produce progress-oriented teachers well-versed in the content of relevant subjects and their special methods of instruction, the following studies will be included:

Area

I. Language Studies

II. Development-Cultural Studies

III. Practical Studies

IV. Maths-Science Studies

V. Professional Studies

(a (b

(a (b (c (d (e

(a (b (c (d (e (f

(a (b

(a (b

Subject

Sesotho English

Development Studies Music Art and Craft Religious Education Social Studies

Agricultural Studies Home Economics Health Education Physical Education Commercial Studies Elementary Technology

Mathematics Science

Teaching Methods Education Theory

- 24 -

APPENDIX A (Cont'd)

(c) Micro-Teaching and Practicums (d) Curriculum Studies (e) Guidance (f) Teaching Improvement Programme (g) Internship Supervision

All students are expected to have a general knowledge of each of these subjects, but the number of subjects studied by APTC and STC students will be reduced when specialization begins, during the second term of the first year. Students in the Advanced Certificate courses (APTC and STC) are required to specialize in one subject and encouraged to develop a second specialization during the third year. APTC students may choose to specialize by subject, class level, or approach.

NUL has agreed that holders of the NTTC's Primary Teacher's Certificate shall be eligible for direct entry into the one-year Teacher's Certificate Course leading to the APTC, and that holders of the APTC and STC shall be eligible for direct entry into the NUL Diploma Course, which also requires one year of study. (One further year of study after the Diploma is required for the B.Ed. Degree.)

2. Adjunct Faculty Training Programme

The Ministry of Education is currently negotiating with UNDP/Unesco for assistance in the training of adjunct faculty (intern Supervisors). The three-year curriculum of the College includes a year of internship when adjunct faculty will be required to stay off campus to guide and effectively supervise students at various schools in the country. At present there are no experienced local teacher trainers to fill the gap. Hence there is a need for special courses that will produce College faculty members who will be stationed at different schools in the country- to supervise NTTC students during their year of internship.

The training of selected candidates will be undertaken by the Faculty of Education of NUL together with international experts and local faculty of the NTTC. Candidates will be required to undertake a Teacher's Certificate course for two years and, if successful, proceed to a one-year Diploma course in Education, and then to a final one-year course leading to a Bachelor's degree in Education. The total length of the training programme leading to the B.Ed, will be four years.

It is proposed that a total of 60 adjunct faculty will be trained within six years in three annual intakes of 20. Any trainees not required for adjunct faculty positions will be available to serve in regular faculty positions in the NTTC, which the Government anticipates will expand. If not required for NTTC service, they will be assigned to secondary schools.

3. In-Service Courses

A serious obstacle in the way of educational progress in Lesotho is the large number of teachers whose qualifications, in one way or another, are unsatisfactory. To provide these teachers with the necessary opportunity and incentive for professional improvement, the Ministry of Education has asked the College to institute seven professional Certificates earned through in-service study and to

- 25 -

APPENDIX A (Cont'd)

coordinate all in-service education in Lesotho.

Each certificate course is the equivalent of one academic year of full-time study, 150 in-service credits or units (each representing one full day of study) being reckoned equal to one academic year's work. For purposes of placement on the Ministry salary scale or for University entrance (when appropriate) the equivalence of each certificate is also stated in terms of currently recognized academic and professional attainments. Thus,the First Professional Certificate is deemed equivalent to the Junior Certificate (the highest)and recognized as being equivalent to the NUL Diploma in Education (i.e., four years of professional training beyond the Cambridge Overseas Certificate level).

Units of in-service training will be provided through one-term courses, vacation courses, on-the-job training, seminars and workshops. In-service activities will not be confined to Maseru. There is already a tradition of in-service training activity outside the capital, and with the development of self-instructional material in the College and in the Distance Teaching Centre as well as the creation of teachers' centres in key areas (a possibility now being explored) this tradition is certain to be strengthened.

4. Curriculum Reform Activities

Many aspects of the present primary school curriculum are clearly irrelevant to the vast majority of Basotho students. If the curriculum is to make any significant response to their needs, interests and aspirations, it will be necessary to re-orient it in such a way as to take account of the agricultural basis of the economy, the national ethos, and the developmental possibilities of the country. This need has been recognized by the Ministry of Education and responsibility for the co-ordination of the various curriculum development activities has been delegated to the NTTC. Both the national staff and the international team will be involved in this task, in which the resources afforded by the sophisticated instructional materials unit now being established in the College will have an important part to play.

- 26 -

APPENDIX B

(a) Unesco Experta and Consultants

Name of Expert/Consultant

ALLEN, D.W.

MELNIK, M.+

McINTOSH, J.

SINGH, B.N.

AHWIRENG, E.D.

SSENKOLOTO, G.M.

STOLPE, P.S.R.

HOAGLAND, C.W.

DEZIEL, Mrs D.

MELNIK, M.+

OLOFSSON, Miss I

MATHOT, G.B.

BALZER, D.W.

++

LUNDBERG, G.++

FANSLOW, W.V.

HENDRY, J.A.+

PRATT, S.+

McINTOSH, J.

COURTNEY, D.W.̂

BAGUNYWA, A.+

TAN, J.C,

CHIKOPA, J.C.

COURTNEY, D.W.

Country of Origin

USA

USA

UK

IND

GHA

UGA

SWE

USA

USA

USA

SWE

NET

USA

SWE

USA

NZ

UK

UK

UK

UGA

INS

ZAM

UK

Field of Specialization

Chief Technical Adviser

Teaching Improvement

Language Arts(English)

Agricultural Science Adviser

Administrative Officer

Social and Development Studies

In-Service Education

Teacher Education

Audio-Visual Aids

Teaching Improvement

Home Economics

In-Service Education

Chief Technical Adviser

Elementary Technology

Teacher Education

Curriculum Development

Cost-Effectiveness

Chief Technical Adviser

Evaluation

Evaluation

English Language

Primary Methods and Curriculum

Organization and Management

Duration of Contract

09/74 - 08/76

01/75 - 02/75

17/2/75 - 31/12/82

03/75 - 08/80

03/75 - 03/76

03/75 - 12/79

03/75 -

06/75 -

10/75 -

01/76 -

02/76 -

03/77 -

03/77 -

06/77 -

11/77 -

27/3/T8

13/1/79

04/79 -

12/8/80

12/8/80

06/81 -

10/81 -

03/77

07/77

06/76

02/76

06/78

12/82

03/79

10/78

12/79

- 28/4/78

- H/2/79

12/82

- 31/8/80

- 31/8/80

12/82

12/82

10/81 - 12/81

(b) UN Volunteers serving with NTTC

PISARRI, T.E.

HOLGADO, A.M.

USA

PHI

Individualized Training 06/75 - 06/79 Materials

Individualized Training 09/75 - 08/76 Materials

+ Consultant ++ Associate Expert

APPENDIX B (Cont'd)

27

HOLGADO, Mrs L.

ANZALONE, S.J.

ARAYA VARGAS,Ms E.

RAMACHANDRAN, P.N.

RAMACHANDRAN, G.

MACLANG LUARTES, Ms. V.

YEE, Mrs M.L.

ROLUS-RAEMAECKERS, Mrs S.

TOLENTINO, Ms.C.

HABITO, F.

MERRIAM, Mrs.M.A.

BARRINGTON, Ms.A.

ARNADO, Ms.Z.

ZIRIMWABAGABO, G.

KULARATNE.O.

BALLING, Ms.J.M.

BLANKSON,V.E.R.

PHI

USA

PHI

IND

IND

PHI

PHI

BEL

PHI

PHI

USA

IRE

PHI

UGA

SRL

USA

GHA

Individualized Training Materials

Administrative Officer

Individualized Training Materials

Individualized Training Materials

Individualized Training materials

Individualized Training Materials

Individualized Training Materials

Individualized Training Materials

Librarianship

Agricultural Sciences

In-service Education

Programme and Training Support

Home Economics

Agricultural Sciences

Audio-Visual Teaching Aids

Physical Education

Music Teaching

09/75-08/76

09/75-09/77

12/75-12/77

12/75-12/77

03/76-03/78

03/76-03/78

07/76-06/78

08/76-08/79

09/76-09/79

10/78-10/80

01/79-01/81

01/79-01/81

08/81-

09/81-

11/81-

11/81-

04/82-

- 28 -

APPENDIX C

ON-CAMPUS STAFF

National staff

2 Staff part-funded by donors

Donor-funded staff

1975 1976 1977 1976 1979 19ED 1561 1962

- 29 -

APPENDIX D

Field Staff - Manning of Internship Sites

1976 1977

Ramabanta UUUUUUUfl/UUIIIU. / / / / / / / / / / / / / / / mu mum i Semonkong 1 R. Freiburgerl Semonkong 2 IUUIUIIIIUYUUIUUII W.Dattagrane *--Lesobeng muii/immuuuiiimmiuiuumuuiuumm Mantâonyane M.Irwin L.Definbaugh Mantgonyane-Auray i mini in mum mum K.Hawkins Thaba Tseka 111111 ! 111II1 IUI 111 II1111 Mohlanapeng uuuuuuiuuiuumnumiimmimuiiimmu Mashai II11111111 111U111 11111111' M.Freer Rafolatsane i ni i u i iiui ni ii mmiiniu urn mum limn i urn Mokhotlong I III II111II11 Ul 11111IIIII C.Madalo-Motsitseng iinuu ii nun in mm i\ p.Rosa Ilokoeng/St. Martins Ulli II Uli! JU till JUJJJ J A.Zuccone i H.Powell-Qholaqhoe 1 IIIII111IIII1 l\l IIU Ul IIJI R.London

iiuuumuÑuumm7~ E . London-Qholaqhoe 2 Butha Buthe S.Rockswold S. Blunks Khab/Mekokoane ni nu mm mm num. A.EIUS Hlotse IIIIUI IUI UNIIUI! Ulli: K.Walker Leribe in in i mu mum nun B. Kincaid Pitseng S.Sullivan — •miumummiumium/i

ummmmumummiiJimuummmumm/i 'Mamohau Tsikoane/Bela Bela 111 III11 III I IUI II ! IUI 1U S.Briney Mapoteng J.Mead TY/Kolonyama IIIIIII11 IlimUl 111 Ulli S.Edmonds Sefikeng ni unmuiMimminiummmmuimmmiiin Maseru mUlUlIIUmiUmim R.Henry Mekseleng/Thaba Bosiu D.Rockliffe,-Wing M.Dever Matsieng m i mum m m 11 nun c.McKennv Mori ja umummuiiumuu E.waiter Makhakha/Matelile II 111 111 IUI INI HU ill 1U D.Athanas Mafeteng IIIJIII III IJ J11J III IJIJ JIU11J1JI 111 III 11U1!11II11II1111 Siloe 11 IIUI I III! IIUU illlllU C.Mooney Thabana Morena B.Hardy Mohale's Hoek llllllllllll Ulli JUIII1I1 CHair-Nohana urn u i mumm minium i iiiiiuuiuiuiuiiii in Quthing IllltlllllllllllUUIinn J.Jones Mt. Moorosi ummmmuumum R.van camP Phamong III1IIIIIIIUI1III1I1UIIU1IIIIUUII1IIU1UUIII1IIIII Mphaki i u u 111111 u u i ni 11 u i m u u / u 11 u u nm 11 n u in i u

uimmiiiiiimiuuuuuuuumiuuiimuuum Qacha's Nek Sehlabathebe limn m i muí illinium mill/iiiiuuiiuiiiii u u

APPENDIX D (Cont'd)

30

L978 ijiiijiiijjiiimmnmiNimmuminjivnmijinj

1979 Ramabanta Semonkong 1 K.Russell M.Brandstettert

\/,/lWUWisiii//uiiiiii/iii; uiuininiNiJiJiiiiuiJNnuiiininniiivinnww

Semonkong 2 Lesobeng Mantâonyane J. Ro senbaum-r: R. Sakoane MontSonyane-Auray M.Hall-Thaba Tseka J x | Sefefo

- / / / / / / / / / / / / / / / / / / / / / / / / / / / / / y y Mohlanapeng J.Kalnbach -r-G. Hall 1— Mashai

Rafolatsane 1/IIII/)III/NI1I/IIIIIIIII/IIUIII/IIII/IIII\ T.Magee Mokhotlong F.Hopman Motsitseng H.Powell iiinjiiiiiijijiiiyinjjiiiiii

11111111111 ! i\i ! 11111111111 n 11 ! il 11111 ! 111 il nil] ! 111111 fi Ilokoeng/St. Martins Qholaqhoe 1 Y.Safwat

-ilnuiniiHIHIininiiunii Qholaqhoe 2 Butha Buthe -H D.Vaughn M.Bartlett- -L.Mohale Khab/Mekokoane J.Rosa j M.Tseghe Hlotse A.Ellis x Leribe

! 1I1I1/II1II/IIIIII1II1I111I B.BaleT^ 1 1I1I1I1II1II11111II1II1III1 L.tfahlsT

B.Baker-Pitseng M.Phasumane 'Matnohau Tsikoane/Bela Bela B.Powell G.Castleman Mapoteng G.Rockswold TY/Kolonyama D.Vaughn gt -

11111 ! 111111111111111111111111111111111II11111 Ja. B.Ohobela —

Sefikeng :si Maseru K.Walker i NTTC Staff M.Khotle J.Notsi Mekseleng/Thaba Bosiu R.Henry ' C.McKenny — B.Powell Matsieng J.Gunsolus Mori ja J.Gunsolus S.Anderson

ii 11 in 11 ii i ii mu H ii in ii/uni] i un 11 mi mini 11 m Makhakha/Mate1i1e IJIIIJIJIJIJIJIIJIIJIIIIIJIJIIJIJIJJIJIJIJIIJIIIIJ/J/JJJU Mafeteng

Siloe Illllllllll/Illllllllllllllllllllllll/Illll/Jl/Illllllllll I Thabana Morena J.Kalnbach \ M.Matooana -Mohale's Hoek E.Walter 1 P.Gorman •

iiiiiiiiiiiihiniiiiiiiiiiiiiiiiinniiiiiiiiviiDiiiiiii Nohana Quthing -n G-.Huff L.Maraka — Mt. Moorosi

lllIlllIIIIlill/IIIIIIliT/T K.Russell

Phamong D K Schmitt Mphaki jii/jiiiniJÁijjjiJiJijjj/iijjiiJiiunjjiiJi S. Mathaha Qacha's Nek D.Athanas — J.van Every Sehlabathebe F.Hoeuer —

APPENDIX D (Cont'd)

- 31 -

_ . Ramabanta n i l

Semonkong 1 Semonkong 2 _ . Lesobeng

_ Mantsonyane Mant âonyane-Auray

Tnaba Tseka Mohlanapeng \* 1_ •

lia s na i Rarolatsane Mokhotlong Motsitseng Ilokoeng/St. Martins Qholaqhoe 1 Qholaqhoe 2 Butha Buthe

Khab /Mekokoane Hlotse Leribe Pitseng 'Mamohau Tsikoane/Bela Bela Mapoteng TY/Kolonyama Sefikeng Maseru Mekseleng/Thaba Bosiu Matsieng Morija Makhakha/Matelile Mafeteng Siloe Thabana Morena Mohale's Hoek Mohana Quthing Mt. Moorosi Phamong Mphaki Qacha's Nek Sehlabathebe

198 C. Sandoval

0 1981

• miuuuuiiuuuiumuuiuiiuuiuiu L . Labella -

Ulli) Ulli!))) UUlllUllllNUUlllUUllU

i ) ni uuuuuuuuu im lui nun /)/))))/

X M.Fosa 1

X

IllllUlllUllUUlUIIIIIIIUlJIIIIUIIIIIll i /11)1)111111 111 >1U)J)1)IJJ1J/JJJI1JJ11JJ1!I1

J .Se le teng —

.. Ill IUI IUI IUI 'UUIIUIIUUJIJUJIIJIUUJ \ \ h : i

___.-X

D.Hardgrove -

X

1 X

• nuil mi um F.Muhammed —

j j 1

; 1

X ! X i

- F . Muhammed —! P. Leukhardt 1

D.Linnehan — x i x

1

, '!'" i

r " T ™

X ! X X

T T5

i

1 'uiuuiiuwuumuuuu C.Gutierrez -

X

X •Kif f^

miuuuuu

iiuiuuum miu)))uu)

E . Seleke —

T.Lethunya—

flIUUUU/U nmuiuuu fiu/iiiiiiiii

X

— B.Makhakhana P.Lefoka

L.Mohloki M.Fosa

mmmuuh

M.Nkhohothi

M.Rwanaa —

- 32 -

APPENDIX D(Cont'd)

1982

Ramabanta Semonkong 1 Semonkong 2 Lesobeng Mantaonvane Mantâonyane-Auray Thaba Tseka Mohlanapeng Mashai _ _ -Rarolatsane Moknotlong Motsitseng Ilokoeng/St. Martins Qholaqhoe 1 Qholaqhoe 2 Butha Buthe Khab/Mekokoane —

Hlotse Leribe Pitseng 'Mamohau Tsikoane/Bela Bêla Mapoteng TY/Kolonvama Sefikeng Maseru Mekseleng/Thaba Bosiu Matsieng Moriia Makhakha:Matelile Mafeteng Siloe

Nohana Quthing Mt. Moorosi Phamong Mphaki Qacha's Nek Sehlabathebe

X

////////////// X

/ / / / / / / / / / / / / /

imuimim X

junmnini //////////////

/ / / / / / / / / / / / / / X

X

TI TI

R.Rowan X

X

B.Snyder

X X

B.Mekhakhana

////////////// M. Nkhobothi

X

X

X

N.Peoke

X

//////////// R.Sakoane

X

////////////

//////////// X

uuuwm //////////// "(SL) UUUJJWI B.Qhobela M.Tsephe

X

X

X

L.Maraka J.Ketsi J.Notsi

- (SL)

////////////

X

Mohale

X

X

- 33

APPENDIX D (Cont'd)

MAME

3A50THQ FIELD STAFF - TRAIMIHG AND RETEWTIDhi

73/79 79/SD 50/81 81/62 52/83 Remarks

R Sakoane Dip.Ed

M Sefefo a.Ed

L léchale

M Tsephe

I\l Phasumane Dip.Ed

B qhcbela

T Ketsi

3 Notsi

K Katooane

L Msraka

S f\athaha

A ¡jtobaki

L Kothae

M Fosa

J Seleteng

P Lefoka

E Thula

L Nahloki

E Seleke

K Nkhobothi

T Lethunya

M Rwanqa

B f-'.akhakhane

J C Hihoali

Dip.Ed

B.Ed

Dip.Ed

B.Ed

Dip.Ed

Dip.Ed

Dip.Ed

Dip.Ed

Dip.Ed

Dip.Ed

Dip.Ed

Dip.Ed

Dip.Ed

B.Ed

Dip.Ed

Dip.Ed

B.Ed

Dip.Ed

Dip.Ed

B.Ed

Left l\.TTC after mid-1980

Left PJTTC after mid-1980

Left NTTC begin­ning 1961

Left KTTC beginning 1981

uo training at M L ; has ACP

No training at MIL; has T.Cert

On study leave at NUL (Dip.Ed)

On study leave at MIL (B.Ed)

C'a training at M L ; has STC

Left NTTC beginning 1982

Left NTTC far studies in Aaric.Ed.

In-service Ca-ordinator

- 34 -

FIRST

A.

B.

C.

YEAR

TERM I

Seaotho

English

Education

Specialisation

+ Elective

x Elective

APPENDIX E

PROGRAMMES OF STUDY

SECONDARY TEACHER'S CERTIFICATE

(3)

CO (5)

(9)

(3)

(3)

TERM II

Sesatho

English

Education

Specialisation

+ Elective

* Elective

(3)

(<•)

(5)

(9)

(3)

(3)

PROGRAMME

TERM III

Sesatho

English

Education

Specialisation

x Elective

x Elective

(3)

(U)

(5)

(9)

(3)

(3)

27 27 27

+ The tuo-term électives are Agriculture, Home Economics, Arts & Crafts,

Development Studies.

x The one-term électives are Arts & Crafts, Music, Physical Education,

Health Education, Religious Education, Mathematics, Science, Home

Economics, Development Studies, Elementary Technology.

N.B. Students are not permitted to take elective subjects in their areas of specialisation.

SECOND YEAR

THIRD YEAR

A. Seaotho

English

Education

1st Specialisation

2nd Specialisation

B.

C. x Elective

(2)

(2)

(2)

(9)

(9)

(3)

INTERNSHIP

Seaotho

English

Education

1st Specialis

2nd Specialii

x Elective

3ation

3atlon

(2)

(2)

(2)

(9)

(9)

(3)

Sesotho

English

Education

1st Specialisation

2nd Specialisation

x Elective

(2)

(2)

(2)

(9)

(9)

(3) 27 27 27

x The one-term électives are: Arta and Crafta, Music, Physical Education, Health Education, Religioua Education, Mathematics, Science,Home Economics, Development Studies, Agriculture, Elementary Technology.

N-s» Student! are not permitted to take elective subjects in their areas of specialisation.

APPENDIX E (Cont'd)

- 35 -

FIRST YEAR

APTC PROGRAMME

Sesotho

English

Prof. Studies

Maths

Science

Dev. Studies

Handwork

Health & Nutrition

3

U

2

6

3

3

3

3

Sesotho

English

Prof. Studies

Maths

Scienea

Dev. Studies

Handwork

Ed. Admin.

6

k

2

3

3

3

3

3

Sesotho

English

Prof. Studies

Maths

Supervision

Gardening

Ed. Admin.

3

7

2

3

6

3

3

27 27 27

SECOND YEAR

THIRD YEAR

Sesotho

English

Prof. Studies

Maths

Dev. Studies

Science

Ed. Admin.

Gardening

3

6

3

3

3

3

3

3

27

INTERNSHIP

Sesotho

English

Prof. Studies

Maths

Dev. Studies

Science

Health & Nutrition

Gardening

6

3

3

3

3

3

3

3

Sesotho

English

Prof. Studies

Maths

Dev. Studies

Handwork

Ed. Admin.

3

3

3

6

3

3

6

27 27

- 36 -

APPENDIX E (Cont'd)

PRIMARY TLACHER'S CERTIFICATE PROGRAMME

FIRST YEAR

A.

B.

C.

TERM I

Sesotho

English

Maths

Education

Agriculture

Social Studies

Science

Health Ed.

(3)

(<•)

(3)

(5)

(3)

(3)

(3)

(3)

TERM II

Sesotho

English

Maths

Education

Agriculture

Social Studies

Science

Physical Ed.

(3)

U) (3)

(5)

(3)

(3)

(3)

(3)

TERM III

Sesotho

English

Maths

Education

-

-

-

Home Ec.

Arts & Crafts

Rel. Ed.

Music

(3)

(U)

(3)

(5)

(3)

(3)

(3)

SECOND YEAR

THIRD YEAR

A. Sesotho

English

Education

Maths

Science

Social Studies

Agricultui

a.

C. Rel. Ed.

:e

Arts S Crafts

I N T E R N S H I P

(3)

c*o (2)

(3)

(3)

(3)

(3)

(3)

(3)

Sesotho

English

Education

Maths

Science

Social Studies

Agriculture

Music

Physical Ed.

(3)

CU)

(2)

(3)

(3)

(3)

(3)

(3)

(3)

Sesotho

English

Education

Maths

Science

Social Studies

Agriculture

Health Ed.

Home Ec.

(3)

ik)

(2)

(3)

(3)

(3)

(3)

(3)

(3)

37

-

APPE

ND

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- 38 -

APPENDIX G

EQUIPMENT

Major Items Delivered to the Project

Landrover 109 Station Wagon

VW Microbuses (2)

Toyota Pick-Up

Honda motorcycles (21)

Landrover BUP 4

Toyota Hi-Ace Buses (2)

Chevrolet Nomad

Peugeot Sedan

Kawasaki Motorcycles (3)

Landrover Pick-Up

Toyota Landcruiser

Toyota 4WD Pick-UP

Toyota Landcruiser

Honda Motorcycles (4)

Multilith Printing Press

U-Bix Mk Photocopier

Gestetner Duplicator

Gestetner scanner

Electric typewriters (3)

Manual typewriters (17)

Manual typewriters (5)

Rank Xerox Copier

Nashua Copier

Ubix 100 Copier

TV and VTR equipment

Film projectors

Video-cassette recorder

Microcomputer Apple II

Cost

US $5677

7416

3134

14185

6885

10612

4446

6141

4147

8605

8515

9053

7043

4885

7046

6920

1218

1505

1500

4996

7900

3503

3849

3483

8421

1174

1500

5860

Date

1974

1974

1975

1976

1976

1977

1978

1979

1979

1979

1979

1980

1980

1980

1975

1975

1975

1975

1976

1976

1978

1978

1979

1982

1975

1976

1981

1982

- 39 -

APPEN

DIX

H

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- 40 -

APPENDIX I

BOARD OF GOVERNORS - CONSTITUTION

1. The Board of Governors will be appointed by the Minister of Education, for a period of five years. Such persons serve at the pleasure of the Minister and may be replaced at any time.

2. The membership will be as follows:

The Permanent Secretary for Education or his representative. (Chairman)

The Director of the College; (Secretary)

The three Educational Secretaries of the three main missions. (L.E.C., R.C.M., A.C.L.)

The Dean of Education from UBLS or his representative.

A representative chosen by the National Teachers' Association (primary) every two years.

A. representative chosen by the Headmasters' Association (Secondary) every two years.

A faculty member selected by the faculty of the college each year.

A student of the college selected by the student body each year.

3. The Board of Governors will be responsible for supervising all programmes and procedures of the college in accordance with directives laid down from time to time by the Permanent Secretary, Ministry of Education.

4. The Board of Governors will prepare, each year, a proposed budget for the college to be submitted to the Ministry of Education and approved by them through the ordinary channels.

5. Revenue from the student fees will be paid into the consolidated revenue fund. Revenue from sale of materials developed and produced will be under the control of the Board of Governors subject to audit by the Ministry of Finance.

6. The College will not engage in a business relationship with any business in which a member of the Board of Governors or employee of the College has a financial interest unless approved in advance in writing by the Ministry of Education. Any such relationship discovered will be the cause for immediate removal and such other action as is appropriate in Courts of Law.

7. The Board of Governors will recommend the award of certificates, diplomas, and other certification of work, satisfactorily completed by students of the College. Candidates for such certification will be presented to the

- 41 -

APPENDIX I (Cont'd)

Board of Governors upon the nomination of the faculty and the Director of the College.

8. Every three years a Board of Visitors will be appointed by the Ministry of Education to evaluate the performance of the college and suggest amendments to its procedures and policies which may be implemented by the Board of Governors.

9. The College is mandated to offer courses of study for teachers of primary schools and secondary schools, both pre-service and in-service. It is authorized to engage in programmes of adult education and the preparation of adult education teachers.

10. The Board may be asked by the Ministry of Education to advise on other matters from time to time.

- 42 -

APPENDIX J

BIBLIOGRAPHY

In addition to routine reports,and the units of self-instructional material referred to in paragraph 74 on page 16, the following might be noted:

A. Consultancy Reports

1. Self-Instructional Teaching Improvement: M. Melnik, 1975 and 1976

2. Curriculum Development: J. Hendry, 1978.

3. UNDP/Unesco Exercise on Planning and Monitoring of Educational Innovation and Reform Projects: Tripartite Application of a Possible Framework to LES/72/062, 1978.

4. Cost-Effectiveness in Teacher Education: S. Pratt, 1979

5. Report of Unesco/UNDP Project Evaluation Mission, 1980

6. Organization and Management at the National Teacher Training College, 1982.

7. UNDP/Unesco and the NTTC: An Evaluation, V. Parkin, 1982.

B. Other Papers and Reports

1. Report of Mid-Project Review, 1977.

2. Report of International Seminar on Evaluation in Teacher Education, 1978.

3. NTTC Case Study (contribution to U.I.E./Unesco International Study of the Training of Educational Personnel for Lifelong Education), 1979.

4. Internship Programme Justification, 1979.

C. Handbooks, etc.

Litema, 1976

Internship Handbook, 1976 and annual revisions

NTTC Cookery Book, 1976

Microteaching in Africa, 1977

College Handbook, 1978

LIET Student Handbook, 1980-82 and 1982-84

LIET Newsletter Nos 1-51

ERC Handbook, 1981.

- 43 -

APPENDIX J (Cont'd)

D. Project Proposals

In-Service Education for Primary Head Teachers, 1981

Campus Housing Project, 1981

Field Staff Housing Proposal, 1981.

- 44 -

APPENDIX K

PROJECT CHRONOLOGY (PRINCIPAL EVENTS)

March 1971

June 1972

September 1972

April 1973

September 1973

July 1974

Following a Government request a Unesco/DANIDA mission visited Lesotho to assist the national authorities in drawing up detailed plans for the establishment of a new college in Maseru. The mission's report provided a basis for negotiation between the Government of Lesotho and various potential sources of funding, notably the Danish Government, the United Kingdom Government, UNICEF and the World Bank.

The UNDP Governing Council approved an initial request for assistance towards the establishment of the college.

A Unesco mission, consisting of an architect and an educationist, visited Lesotho to re-examine the data and prepare revised estimates of requirements and costs. The working paper produced by the mission was largely instrumen­tal in securing a promise of Danish assistance for buildings, furniture and equipment on condition that UNDP/Unesco technical assistance would be made available.

Government signed the project document entitled "The Establishment of a National Teacher Training College" (LES/72/062/A/01/13).

Unesco and the Government of Lesotho agreed to a plan of operation covering the use of Danish Kroner 6,886,200 made available through Danish Funds-in-Trust to assist the Government of Lesotho in developing the NTTC.

A revised project document was signed by the Government and the UNDP contribution increased

September 1974

November 1974

January/ February 1975

F eb r ua ry /Mar ch 1975

Chief Technical Adviser appointed and project became operational.

Building operations commenced.

Consultancy in Self-Instructional Teaching Improvement.

Ten national staff members recruited.

March/June 1975

August 1975

Appointments of five Unesco staff.

Tripartite Review.

- 45 -

APPENDIX K (Cont'd)

January 1976

January 1976

Second consultancy in Self-Instructional Teaching Improvement.

A further project revision, which had been proposed in August 1975, was signed by the Government.

June 1976

November 1976

February/March 1977

August 1977

November 1977

March 1978

April 1978

May 1978

June 1978

July 1978

January 1979

February 1979

February 1979

January 1980

August 1980

January 1981

Consultancy on Evaluation Techniques.

Unesco Review Mission.

Consultancy on Self-Instructional Materials.

Mid-Term Review of the Project.

Consultancy on Assessment Techniques.

Conference on Evaluation.

Consultancy on Curriculum Development.

Project revision signed by Government

Exercise in Planning and Monitoring of Educational Innovation and Reform Projects.

Building programme completed.

Consultancy in Writing Instructional Materials.

Consultancy in Cost-Effectiveness of Teacher Education.

Tripartite Review, which recommended extension on a reduced scale to December 1980.

Consultancy on Criterion-Referenced Testing.

UNDP/Unesco Evaluation Mission.

A Project Revision for a Phase II was signed by the Government

May 1981

October/ Dcember 1981

Tripartite Review.

Consultancy in Organization and Management.

+ These consultancies were not funded by the project but have been included in order to indicate the range of professional concerns on which the College thought it might profit from specialist advice.

- 46 -

APPENDIX K (Cont'd)

May 1982 Tripartite Review

December 1982 Termination of project LES/72/062 which, however, is continuing with the services of the in-service education adviser, five UNVs and a secretary, under code LES/82/008.