Challenges and perspectives in implementing the Food and Nutrition curriculum in Lesotho secondary schools: A mixed methods study

Abstract

This study explores the challenges in implementing the Food and Nutrition syllabus of the Lesotho General Certificate of Secondary Education (LGCSE), focusing on teacher perspectives regarding school-based assessments (SBAs). Food and Nutrition, a practically oriented subject within Home Economics, enables students to integrate theoretical knowledge with practical activities (Asare & Asare 2023:42). Key areas examined in this article include instructional challenges, oversight of practical activities, and administrative support for resource access.

Using a convergent parallel mixed-methods approach as proposed by Maarouf (2019) and Ponce & Pag’an-Maldonado (2015), the research collected qualitative and quantitative data from 37 randomly selected secondary school teachers in Lesotho, specializing in Food and Nutrition. Data which were gathered through questionnaires and interviews, were analysed using thematic analysis for qualitative data and descriptive statistics for quantitative data (Creswell & Creswell 2018).

The findings reveal that the extensive LGCSE syllabus, which must be completed in two years, lacks clear guidelines, is overwhelming for teachers and impacting their curriculum decisions. Despite 82% of teachers having significant teaching experience, substandard working conditions hinder their effectiveness. Although 88% of teachers engage students in practical work, monitoring large groups is challenging due to resource constraints, which affects creativity and individual participation. Insufficient resources result in substandard outcomes and inadequate student preparation, especially for SBAs. The syllabus' breadth, coupled with limited time and other resources, restricts students' opportunities to practice essential skills, significantly impacting their learning experience.