Examining Development Studies (DS) Teaching Philosophy, Methods and Desired Competences in Lesotho Secondary Context

Abstract

Using qualitative approach in document analysis of educational policies and syllabi in CAP (2009) and the Integrated Grade 8 Social Sciences Syllabus 2017, the study sets out to explore Development Studies (DS) teaching philosophy, methods and the desired competences in Lesotho secondary schools. The subject was introduced in order to achieve the goals of self-reliance through education with production. It was further meant to explore the theory underpinning the subject, appropriate instructional strategies and pertinent subject philosophy. The findings revealed that DS as a subject is couched in Constructivism Theory (CT) which upholds that liberatory, critical or transformative pedagogies are more suitable as opposed to transmission or didactic pedagogies. Transformative pedagogies are understood to promote desired competences including innovativeness, creativity, problem solving, critical thinking, collaboration, practical and research skills. The outlined skills are dependent on the teacher’s astute subject pedagogical content knowledge (PCK) calling for deployment of learner centred or actively engaging teaching and learning approaches in DS classrooms.