Original Research

The representation of curricular spider-web model in the Lesotho curriculum and assessment policy framework

Makhulu A. Makumane, Sandiso Ngcobo
The Journal for Transdisciplinary Research in Southern Africa | Vol 17, No 1 | a796 | DOI: https://doi.org/10.4102/td.v17i1.796 | © 2021 Makhulu A. Makumane, Sandiso Ngcobo | This work is licensed under CC Attribution 4.0
Submitted: 04 December 2019 | Published: 24 March 2021

About the author(s)

Makhulu A. Makumane, Department of Languages and Social Education, Faculty Education, National University of Lesotho, Roma, Lesotho
Sandiso Ngcobo, Department of Communication, Faculty of Management Sciences, Mangosuthu University of Technology, Durban, South Africa


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Abstract

Over the years, curriculum reforms have formed part of Lesotho’s attempt to address the socio-economic development factor through education policies such as the Lesotho curriculum and assessment policy (CAP) framework, introduced in 2009. This framework is meant to guide curriculum development and design processes. Through content analysis, this article seeks to highlight the representation of the curricular spider-web model’s concepts, which guide effective curriculum development, in the policy framework. Curriculum and assessment policy framework and the guide to continuous assessment document, which is a counteractive document that acts as an amendment of the 2009 policy, were analysed using the guided analysis method. Findings suggest that there are some concepts, which are neglected by the framework. This may have a negative bearing on the curriculum development process. This article draws from the curricular spider-web to recommend a review of the CAP framework towards inclusion and alignment of omitted concepts for the facilitation of an effective curriculum design process.

Keywords

Lesotho; CAP; curriculum development; policy; spider web.

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