MINISTRY OF EDUCATION AND TRAINING
NATIONAL STRATEGIC DEVELOPMENT PLAN (NSDP) IMPLEMENTATION PLAN
National Vision Pillar: A Well-Developed Human Resource Base and Well Established Technology
NSDP GOAL: Enhance the Skills Base, Technology Adoption and Foundation for Innovation
Target/Activities
2012/13
2013/14
2014/15
2015/16
2016/17
Responsible
Institution
OUTCOME 1
MoV
Needs
Assessment
Report;
Improved relevance and
applicability of skills
National
employment
registry report;
OVI:
Productivity per sector
(agricultural yields,
manufacturing);
unemployment rate;
Absorption rate of
graduates
Expected Results:
National manpower
development plan
Conduct rapid skills
needs assessment
Develop a skills
inventory
Conduct
comprehensive skills
needs assessment
survey
Human Resource
Development Strategy
Annual Review of the
National Manpower
Development Plan
Annual Review of the
national manpower
development plan
MoDP
MoLE
MPS
Prepare a Manpower
Development Plan
MoET
National
manpower
development
plan;
Revised and
new
programmes
Bursary policy
1
Assumptions
Improved TVET System
Review the Draft TVET
Policy and Strategy
Review TVT Act 1984
Develop strategies for
the new TVET
governance institution
(Lesotho Skills Agency
(LSA))
Implement
institutional
arrangements
specified in the new
Act
Capacity building of LSA
MoET
New TVET Act
MoLE
New TVET
Policy and
Strategy
MoTICM
New premises
Institutionalised
industry-led work
experience schemes,
policies, guidelines and
procedures
Revised and/or new
programmes
Evaluate current
programmes,
Develop policies,
guidelines and
procedures for
industry-led work
experience
Facilitate
implementation of
industry-led work
experience for TVET
and tertiary
institutions
Implement industryled work experience
for all TVET and
Tertiary institutions
Review policies,
guidelines and
procedures
Review programmes
Implement revised
programmes
Undertake tracer
studies for graduates
from 2014
Undertake tracer studies MoET, LCE,
for graduates from 2015 LP
Develop new
Develop guidelines for programmes
undertaking tracer
studies cost-effectively Trace absorption of
graduates 2007 - 2012
Organise a forum for
structured evaluation Undertake a market
surveys
of training
programmes and
industry specific skills
needs assessment
Bursary policy that
supports priority skills
development needs
Develop Meanstesting policy
Conduct impact
analysis of the current
bursary policy
Undertake tracer
studies for graduates
from 2013
MoET
MoLE
NUL
Policies,
Guidelines and
Procedures
(apprenticeshi
p,
attachments,
mentoring
Bursary covers
apprenticeship
costs
Institutions have
policy divisions
that will look at
tracer studies
among others
NHTC
CAS
LAC, etc
Implement bursary
policy
MoDP
Update bursary policy
2
Alumini
databases are in
place in all
institutions
OUTCOME 2
Expanded and upgraded
TVET institutions to
support growth sectors
OVI:
Enrolment in TVET
Institutions
Expected Results
Increased number of
TVET institutes and
programmes
Undertake needs
assessment study for
establishment of
additional TVET
institutions
Fundraise for
construction of new
and additional TVET
institutions
Develop current and
additional trainers
Deploy qualified
Trainers
Implement new
programmes
Develop a strategy for
deployment of
qualified Trainers
Implement new
programmes
Evaluate effectiveness
of new programmes
Transform existing
facilities into TVET
secondary/high
schools
Transform existing
facilities into TVET
secondary/high
schools
Transform existing
facilities into TVET
secondary/high
schools
Transform existing
facilities into TVET
secondary/high schools
MoET
Strengthen
collaboration
between TVD and
Textile Industry
Develop a strategy for
utilization of the
textiles skills training
centre
Develop training
programmes for the
textile industry
Implement developed
programmes
Implement developed
programmes
MoET
MoLE
MoTICM
Evaluate the current
usage of the textiles
skills training centres
Discuss the possibility
of extending the
services of LOIC to
cover Trade Testing
Draw-up
specifications and
produce preliminary
designs for new LOIC
Construct additional
facilities
Develop new TVET
programmes
Transformed facilities
into TVET
secondary/high schools
Evaluate existing
facilities
Develop a
Transformation Plan
Effective use of textiles
skills training centres
LOIC strengthened
MoET
MoLE
MoTICM
Review programmes
Improve the capacity
of the centre
Implement skill upgrading programmes
Conduct Trade Tests
3
MoET
MoTICM
MoLE
Community level
agriculture and other
training programmes
for adults, herders,
initiation school leavers
and others
Skills oriented training
to the unskilled,
unemployed, school
leavers, disadvantaged
youth and retrenched
mine workers
Carry out a needs
assessment for
communities
especially adults,
herders, initiation
school leavers and
others
Design targeted
training programmes
for communities
Train communities
according to their
specific needs in
agriculture and other
vocational training
needs
-provide training on
curriculum review
and development
processes
Train communities
according to their
specific needs in
agriculture and other
vocational training
needs
Train communities
according to their
specific needs in
agriculture and other
vocational training
needs
TVD, MoAFS
Accredit with TVD
Monitoring &
Evaluation
MoLE
Register NSTC with
Technical
and
Vocational
Division
(TVD)
Validate the skill
needs assessment
report
Conduct
skills
assessment study for
NSTC
Develop the training
manual on curriculum
review and
development
Develop and review
curriculum
Adopt reviewed
curriculum
Identify areas of
specialization or
priority areas in which
Lesotho has the
potential to become
world class
Develop an academic
programme reform
strategy
Review existing
programmes to
validate their
relevance to national
needs
Implement new
programmes
Report on the
trainings
conducted
Develop new
programmes of
national importance
4
Annual
Reports
Minutes of
meetings
OUTCOME 3
Transformed
institutions of Higher
Education
OVI
Regional University
Ranking
Expected Results
Academic programmes
reform strategy
Training
programs
developed
Implement new
programmes
MoET
HEIs
CHE
Higher Education
Institutions (HEIs)
Transformation Plan
Review governance
and management
policy of HEIs
Undertake a needs
assessment on
teaching and research
in HEIs
Implement the
Transformation Plan
of HEIs including
provision of facilities,
equipment, review of
curriculum
Take an inventory of
Lecturers, Trainers
(teaching & Research)
& Researchers in HEIs
Develop a
Transformation Plan
Transform LCE into a
University College
offering relevant
diplomas and degrees
programmes in areas
it has a comparative
advantage
Develop quality
assurance systems for
LUCT, NHTC and all
other HEIs
Quality assurance
systems
institutionalised
Improved access and
quality of education at
tertiary institutions
Register new private
HEIs
Develop quality
assurance systems for
NUL, LP & LCE along
with the
Transformation Plan
Register new private
HEIs
Extend and improve
facilities
Implement the
Transformation Plan
of HEIs including
provision of facilities,
equipment, review of
curriculum
Implement the
Transformation Plan of
HEIs including provision
of facilities, equipment,
review of curriculum
CHE, HEIs,
MoET
CHE
Register new private
HEIs
Register new private
HEIs
Register new private
HEIs
Extend and improve
facilities
Extend and improve
facilities
Extend and improve
facilities
OUTCOME 4
Increased enrolment
and improved
performance in Maths
and Science at all levels
OVI:
i) Enrolment in Maths
and Science at
Tertiary
ii) # of Maths and
Science laboratories
constructed and
equipped
iii) Pass rate in Maths
and Science at COSC
5
MoET
Expected Results
Number of teachers in
Maths and Science
increased
Identified gaps in
teaching positions for
Maths and Science
Create X positions for
Maths and science
teachers
Create X positions for
Maths and science
teachers
Create adequate
number of positions
for qualified Maths
and Science teachers
Develop special
programmes for
women in Maths and
Science
Decentralise DTEP
Improve in-service
training and develop
a centre for
continuing
professional
development of
teachers at LCE
Develop a retention
strategy for Maths
and Science teachers
Introduce short term
teacher training
courses for Maths
and Science for
General BSc
graduates
Reviewed curriculum in
Maths and Science
Review Maths and
Science curriculum
Create X positions for
Maths and science
teachers
Create X positions for
Maths and science
teachers
NUL, LCE
Transform DTEP to
include development
of Centre for
Continuing
Professional
Development of
Primary School
Teachers with specific
focus on Maths,
Science and ICT
Explore ways of
introducing Continual
Professional
Development
Identify appropriate
textbooks and
standardise across
NCDC, CHE,
NUL, LCE,
etc.
Develop ICT based
teaching aids and
expand the Schools
Technology
Innovation Centre at
LCE
6
TSD database
Modern Maths and
Science laboratories
Construct and equip 7
laboratories
Construct and equip
10 laboratories
Construct and equip
10 laboratories
Construct and equip
10 laboratories
Construct and equip 10
laboratories
MoET
Construct X number
of Primary schools
and X number of
additional
schools
classrooms
Construct X number
of Primary schools
and X number of
additional
schools
classrooms
Construct X number
of Primary schools
and X number of
additional
schools
classrooms
Construct X number
of Primary schools
and X number of
additional
schools
classrooms
Construct X number of
Primary schools and X
number of additional
schools classrooms
MoET
Construct
14
Secondary
schools
and 15 additional
classrooms
Construct
2
Secondary
schools
and 2 additional
classrooms
Construct
Secondary schools
Construct
Secondary schools
Construct 5 Secondary
schools
Develop Integrated
ECCD policy
Implement
policy
OUTCOME 5
Improved access, equity
and quality of
education at basic
education including
ECCD, secondary
education and special
education
OVI
# of ECCD Centres
# of Primary schools
# of Secondary schools
# of combined schools
Primary pupil:teacher
ratio
Secondary
pupil:teacher ratio
Net enrolment rate
(males and females)
# of trained teachers on
special education
Expected Results
Primary schools and
additional classrooms
constructed
Secondary schools and
additional classrooms
constructed
3
IECCD
Strengthen
ECCD
teacher training and
expand capacity of
7
5
LCE programme
Improved curriculum
Pilot Grades 1, 2 & 3
curriculum
Roll out Grades 1, 2 &
3 curriculum
Implement the new
curriculum
Develop Grade
curriculum
Pilot
Grade
curriculum
4
Roll out Grade
curriculum
4
Develop Grade
curriculum
5
Pilot
Grade
curriculum
5
Roll out Grade
curriculum
5
Develop Grade
curriculum
6
Pilot
Grade
curriculum
6
Roll out
curriculum
Develop Grade
curriculum
7
Pilot
Grade
curriculum
7
Develop
Grade
curriculum
8
4
Monitor and evaluate
the new curriculum
Monitor and evaluate
the new curriculum
Monitor and evaluate
the new curriculum
MoET, MoH,
MoSW,
Prime
Minister’s
office
Monitor and evaluate
the new curriculum
Grade
6
Monitor and evaluate
the new curriculum
Localised COSC syllabus
that is relevant to the
needs of Lesotho
Group 1 subjects:
Adapt CIE syllabi in
the
following
subjects:
Mathematics, English
language,
Physical
Science, Geography,
History, Development
Studies
Group 2 subjects:
Adapt CIE syllabi in
the
following
subjects:
Agriculture, Religious
Education, Biology,
Literature in English,
French,
Sesotho,
Design
and
Technology
Develop
Specimen
Papers and Mark
Schemes
Develop Specimen
Papers and Mark
Schemes
Group 3 subjects:
Adapt CIE syllabi in
the
following
subjects:
Tourism, Fashion and
Textile, Food and
Nutrition,
Business
Studies/Economics,
Principles
of
Accounts,
Information
Technology
Develop Specimen
Papers and Mark
Schemes
Produce live papers
2014
Produce live papers
2015
Produce live papers
2016
8
New
curriculum
Start
teaching
adapted syllabi for
Group 1 subjects
Reviewed curriculum
for Life skills Education
Develop life skills
curriculum for Grade
4-7
Start teaching
adapted syllabi for
Group 2 subjects
Start teaching
adapted syllabi for
Group 3 subjects
First sitting of live
papers for Group 1
subjects
First sitting of live
papers for Group 2
subjects
Pilot Grades 4 – 7
curriculum
Roll out Grade 4 – 7
curriculum
Revise Grade 8-10
curriculum
Pilot Grade 8 – 10
curriculum
Sensitise stakeholders
Monitor and evaluate
the curriculum
Provide grants to X%
of newly qualified
teachers
Roll out Grades 8 – 10
syllabus
Monitor and evaluate
the curriculum
Monitor and evaluate
the curriculum
Pilot Form D
curriculum
Roll out
sysllabus
Develop /adapt Form
D syllabus
Develop /adapt Form
E syllabus
Pilot Form E syllabus
Monitor and evaluate
the curriculum
Monitor and evaluate
the curriculum
Qualified primary,
secondary and high
school teachers
deployed
Take inventory of
qualified teachers
E-learning programmes
in place
Develop
e-learning
programmes
Develop
e-learning
programmes
Provide grants to
additional 30% of
newly
qualified
teachers
Implement e-learning
programmes
Increased enrolment in
secondary and high
schools
Develop a strategy to
increase enrolment in
secondary and high
Implement
the
strategy to increase
enrolment
in
Implement
the
strategy to increase
enrolment
in
Train X number of
additional teachers
First sitting of live
papers for Group 3
subjects
Deploy
teachers
qualified
Provide grants to all
qualified teachers
9
Form
D
MoET, MoF,
TSD records
Extended coverage for
provision of text books
to secondary and high
schools
schools
secondary and high
schools
secondary and high
schools
Review the current
strategy for provision
of
textbooks
to
secondary and high
schools
Develop an extension
strategy for provision
of
textbooks
to
secondary and high
schools
Implement
the
extension strategy for
provision
of
textbooks
to
secondary and high
schools
Establish community
colleges
Community colleges
Improved special
education services
Undertake
community
analysis
Mainstream
10
primary schools and
18 high schools in
Lesotho
Introduce
special
education
programmes
in
tertiary institutions:
NUL and LCE
Effective monitoring
mechanisms developed
on special education
Headquarters
and
district
special
education personnel
engaged
in
monitoring 3 times
per quarter annually
Some
identified
students with special
needs are referred to
identified services
needs
MoET,
relevant
sectors
Prepare a community
development
strategy/Plan
Mainstream 10
primary schools and
10 high schools per
district in Lesotho
Mainstream 10
primary schools and
10 high schools per
district in Lesotho
Mainstream 10
primary schools and
10 high schools per
district in Lesotho
Mainstream 10 primary
schools and 10 high
schools per district in
Lesotho
MoET –
Special
Education
Unit
Introduce special
education
programmes in the
remaining tertiary
institutions: LP and
LUCT
Headquarters and
district special
education personnel
engaged in
monitoring 3 times
per quarter annually
Headquarters and
district special
education personnel
engaged in
monitoring 3 times
per quarter annually
Headquarters and
district special
education personnel
engaged in
monitoring 3 times
per quarter annually
Headquarters and
district special
education personnel
engaged in monitoring
3 times per quarter
annually
MoET –
Special
Education
Unit
Continue needs
assessment for
students with special
needs and referrals to
identified services
Continue needs
assessment for
students with special
needs and referrals to
identified services
Continue needs
assessment for
students with special
needs and referrals to
identified services
Continue needs
assessment for
students with special
needs and referrals to
identified services
10
Enrolment
registers
OUTCOME 6
Improved access to
educational material,
knowledge and
information
OVI
EXPECTED RESULTS
Improve ICT and
digital resources in
institutional libraries
and
effective
interlibrary services
Strengthen
broadband
for
improved ICT services
Improved library
system
ICT Services Centres
established
MTEC,
MTEC,
MCST, LCE,
NUL, LP,
HEIs, etc
Define institutional
ICT
vision
and
strategies
Culture of reading and
writing promoted
Explore ways and/or
incentives to promote
reading and writing at
early age
Develop a strategy for
inculcating
reading
and writing from early
age
MoET
Outcome 7
Improved
entrepreneurship skills;
through transformation
of institutions
OVI
Unemployment rate
Expected Results
Revised
entrepreneurship and
business development
programmes
Undertake market
survey
Review business
education
programmes in all
local institutions
Implement
programmes
11
Tertiary
institutions,
CHE, LIPAM
included
Survey Report
Syllabus
National
Employment
Registry
New training program
for public servants
Integrate business
education at all levels
Review/align
programmes to the
needs of Lesotho
Develop
training
programs for two
disciplines
Develop training
programs for two
disciplines
Develop training
programs for two
disciplines
Review mandate of
LIPAM and the name
Review mandate of
LIPAM and the name
Develop training
programs for two
disciplines
Develop training
programs for two
disciplines
LIPAM
ALL
Ministries
OUTCOME 8
Reduced brain drain
OVI
No. of professionals
migrating
Expected Results
Sector-specific
retention strategies
developed
Tracer studies
Diaspora
observatory
Develop a strategy
for use of diaspora in
sectors with critical
skills
shortages
(health
and
education)
Develop
retention
strategies for two
more areas
Review Health
Retention Strategy
Develop strategies/
mechanisms to use
skills
Draw Implementation
Plans for the
retention strategies
Initiate bilaterals on
favourable
agreements on trade
in services with at
least one country per
year
MDP
Sector
Retention
Strategy
Reports
MDP, MoFA
MoUs
Initiate bilaterals on
favourable
agreements on trade
in services with at
least one country per
year
Incentive packages
introduced for Maths
and Science teachers
and for innovation in
teaching Maths and
Science incorporating
Introduce exchange
programmes and
twinning in higher
education institutions
for both students and
Initiate bilaterals on
favourable
agreements on trade
in services with at
least one country per
year
Introduce exchange
programmes and
twinning in higher
education institutions
for both students and
Introduce exchange
programmes and
twinning in higher
education institutions
for both students and
12
Introduce exchange
programmes and
twinning in higher
education institutions
for both students and
HEIs
Admin
records
technologies
teachers
teachers
teachers
teachers
Number of schools
with functional
laboratories
Upgrade and
construct new Maths
and Science
laboratories
Upgrade and
construct new Maths
and Science
laboratories
Upgrade and
construct new Maths
and Science
laboratories
Upgrade and
construct new Maths
and Science
laboratories
Upgrade and construct
new Maths and Science
laboratories
MOET,
Tertiary
Institutions
Fullyequipped
science
laboratories
Schools with
adequate Maths and
Science teaching
material/aids
Procure and supply
Maths and Science
kits
Procure and supply
Maths and Science
kits
Procure and supply
Maths and Science
kits
Procure and supply
Maths and Science
kits
Procure and supply
Maths and Science kits
MOET
Fullyequipped
science kits
Estimated Cost of
activities
Capital
Recurrent
13
MINISTRY OF COMMUNICATIONS, SCIENCE AND TECHNOLOGY
NATIONAL STRATEGIC DEVELOPMENT PLAN (NSDP) IMPLEMENTATION PLAN
National Vision Pillar: A Well-developed Human Resource Base and Well-Established Technology
NSDP GOAL: Enhance the skills base, technology adoption and foundation for innovation
Target/Activities
2012/13
2013/14
2014/15
2015/16
2016/17
Responsible
Institution
MoV
TECHNOLOGY AND
INNOVATION
MAFS
MCST
MTICM
OUTCOME 1
Enhanced technology
adoption, diffusion and
use
OVI:
- Agricultural
productivity: average
yields of major crops
- Teledensity
- IPRs
Expected Results
-Local
Intellectual
Property Rights (IPRs)
information database
Appropriate Technology
Services
(ATS)
strengthened
Develop a local
Intellectual Property
Rights information
database
Upgrade equipment
and training
programmes
Develop database
for IPRS in the
public domain
Review IPR legal
and regulatory
frameworks
Develop
communication and
marketing strategy
Develop a multi-
Law Office,
MCST
Update Intellectual
Property Rights
information
databases
Train X artisans on
manufacturing
equipment and
appropriate
technologies
Train X artisans
on manufacturing
equipment and
appropriate
technologies
14
Train X artisans on
manufacturing
equipment and
appropriate
technologies
MCST
IPRs database
Assumptions
year training
programme and
budget
Unit responsible for
technology
research
and dissemination in
non-scientific areas
Capacity for industrial
engineering design and
enterprise
development support
built
Science,
Technology
and Innovation centres
Train X artisans on
manufacturing
equipment and
appropriate
technologies
Establish or
reorganise Science
and Technology
Department
MCST
MCST
Undertake
institutional review
for development of
science, technology
and innovation
Develop options for
institutional and
infrastructure
development
Develop
infrastructure and
science, technology
and innovation
MCST
OUTCOME 2
Enhanced Innovation
base
OVI:
i) Proportion of higher
learning students
enrolled in Maths
and Science
ii) # of PhD graduates
iii) R & D expenditure:
GOL, Institutions of
Higher Learning
Expected results
Science and Technology
Undertake inventory
MCST
15
council
MCST
National Research and
development agenda
Infrastructure and
facilities for science and
technology
development
Carry out
infrastructure
needs analysis in
tertiary institutions
Build/improve
infrastructure and
facilities for science
and technology in
tertiary institutions
Forge networks with
other research
institutions
Resource mobilisation
strategy
Institutional review for
social and economic
research
Introduce awards
and other
incentives for
innovation
Undertake
institutional review
for social and
economic research
Build/improve
infrastructure and
facilities for
science and
technology in
tertiary
institutions
Forge networks
with other
research
institutions
Build/improve
infrastructure and
facilities for science
and technology in
tertiary institutions
Tertiary
Institutions
MCST
Forge networks
with other research
institutions
Prepare research and
innovation legal
framework
MCST
Estimated Cost of
activities
Capital
Recurrent
16