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The status of history teaching, learning and examination results in Lesotho, 2000 - 2004: implications for teacher education.

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dc.contributor.author Ntabeni, Mary
dc.date.accessioned 2012-02-22T12:06:57Z
dc.date.available 2012-02-22T12:06:57Z
dc.date.issued 2006
dc.identifier.citation Ntabeni, M. 2006. The status of history teaching, learning and examination results in Lesotho, 2000 - 2004: implications for teacher education. Yesterday & today, Special edition:100-117, Mar. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126] en_US
dc.identifier.isbn 2223-0386
dc.identifier.uri http://hdl.handle.net/10394/5641
dc.description.abstract This paper addresses the issue of History teaching and learning in Lesotho which is at its lowest ebb. Very few schools teach the subject and their poor performance, particularly in the senior classes, exacerbates the situation. On the basis of the examiners' comments in the last five years, the study has identified lack of essay writing skills among the candidates as the main reason behind the high failure rate in History. It also suggests pursuit of quality pre-service & in-service teacher education as well as constant practice of the basics of essay writing skills by student-teachers, teachers and learners alike. en_US
dc.language.iso en en_US
dc.publisher School of Basic Sciences, Vaal Triangle Campus, North-West University en_US
dc.title The status of history teaching, learning and examination results in Lesotho, 2000 - 2004: implications for teacher education. en_US
dc.type Article en_US


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