by
Vuyelwa Ntoi et al I National University of Lesotho
Abstract
This paper reviews the introduction of a new primary Diploma in Education at the National Teacher Training College. As the only institution responsible for initial primary teacher education in Lesotho, it carries much responsibility for bringing about change and improving the quality of teachers. The introduction of the Diploma in Education (Primary) (DEP) in 1998 was to meet this challenge.
The paper draws from several sub-studies of the Multi-Site Teacher Education Research (MUSTER) Project1, using a variety of research methods. It describes the new curriculum, how it is taught, and how students perceive it, and identifies several contradictions and disjunctions both within the programme and within the college.
The paper concludes with a discussion about how curriculum reform can be managed in such a teacher training college.
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