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History teaching, learning and Junior Certificate (JC) examination results in Lesotho, 2000 - 2006: implications for teacher education.

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dc.contributor.author Ntabeni, Mary
dc.date.accessioned 2012-02-20T06:36:07Z
dc.date.available 2012-02-20T06:36:07Z
dc.date.issued 2007
dc.identifier.citation Ntabeni, M. 2007. History teaching, learning and Junior Certificate (JC) examination results in Lesotho, 2000 - 2006: implications for teacher education. Yesterday & today, 1:218-238, May. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126] en_US
dc.identifier.issn 2223-0386
dc.identifier.uri http://hdl.handle.net/10394/5587
dc.description.abstract This paper addresses the status of History teaching and learning in Lesotho which is at its lowest ebb. Very few schools teach the subject and the poor Junior Certificate (JC) examination results exacerbate the situation. An analysis of the examiners' comments in the last seven years points to poor and/or lack of essay writing skills among the candidates as one of the main reasons behind the high failure rate in JC History. In recognition of the situation's implications for 'quality' teacher education, this study proposes (1) rigorous pre- and in-service training in the teaching of History essay writing, and (2) vigilant monitoring that ensures constant practice and dedicated delivery of the required skills by trainees to JC History learners in order to improve the examination results. en_US
dc.language.iso en en_US
dc.publisher The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University en_US
dc.title History teaching, learning and Junior Certificate (JC) examination results in Lesotho, 2000 - 2006: implications for teacher education. en_US
dc.type Article en_US


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