Basic and non-formal education systems (BANFES)

The evaluation covers the period FY84-FY88. Despite a one-year start-up delay, the project is well managed and has made progress. The following achievements are identified: (1) key MOE personnel have been trained; (2) the school supply unit is functioning; (3) the teaching service unit has computerized and rationalized its data system; (4) a study conducted by the personnel division resulted in across-the-board salary increases; (5) the planning unit has analyzed data and published reports through school year 1986/87 and contributed to the Government"s new Five Year Plan; (6) the curriculum dissemination network is providing orientation and materials;(7) radio programs now provide daily basic instruction in English language arts to standards I and II; (8) the National Teacher Training College (NTTC) has improved facilities, financial management, registration procedures, student management, and primary education curricula; (9) 20 action-research communities now actively support schools; and (10) non-formal education groups are operating in 15 communities. Several problems also exist. Although the primary teacher in-service training activity is well underway, it cannot be completed by the PACD. There is a serious dearth of supplementary materials in all primary classrooms, especially of independent learner materials and teacher guides. The Primary School Leavers Exam has been improved and revised, but it does not cover practical skills. The Thaba Tseka Skills Training Center has improved instructional programs, but it is not likely to be an economically viable institution unless major changes are made. The NTTC does not have the capacity to train the number of primary teachers needed to cope with a rapidly increasing school-age population. Efforts to enlist community support of primary education have lagged. Budgetary and personnel shortages pose a major problem: five key counterpart positions are still unfilled, and Lesotho"s budgetary support of primary education is extremely low. Development of a comprehensive, long-term personnel development plan for the MOE is an urgent priority. In commenting on the evaluation, which it finds highly satisfactory, the Mission notes several external factors impeding the project, e.g., the traditional dominance of religious organizations in Lesotho"s educational system, the country"s high population rate, and its insufficient financial resources.