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https://files.eric.ed.gov/fulltext/EJ1136113.pdf
contextual/structural factors enabling or constraining implementation of the Lesotho Environmental Education Support Project’s (LEESP) curriculum policy intentions as perceived by the teachers. It forms part of a broader study which investigated the interface between environmental education and school geography with a view to un-
https://www.ajol.info/index.php/saje/article/view/85007
It is located within a broader interpretive study that investigated the integration of Environmental Education into the formal education system of Lesotho with particular reference to secondary school geography. More specifically the focus was on a Danish donor-funded project, known as the Lesotho Environmental Education Support Project (LEESP).Cited by: 10
https://eric.ed.gov/?id=EJ1136113
It is located within a broader interpretive study that investigated the integration of Environmental Education into the formal education system of Lesotho with particular reference to secondary school geography. More specifically the focus was on a Danish donor-funded project, known as the Lesotho Environmental Education Support Project (LEESP).Cited by: 10
https://files.eric.ed.gov/fulltext/ED494409.pdf
initiated the Lesotho Environmental Education Support Project (LEESP). The LEESP was a Government Environmental Education initiative, based at the National Curriculum Development Centre (NCDC). It was designed to support and influence the formal education system and enhance the interrelationship between different institutions and
https://allafrica.com/stories/200012130159.html
The government of Lesotho together with the government of Denmark have signed an agreement to support the implementation of the Lesotho Environment Education Support Project …
https://eric.ed.gov/?id=EJ1025180
In this article, we analyse the Lesotho junior secondary geography curriculum document with the purpose of exploring the congruence between geography and environmental education. The study is based on a curriculum reform process introduced by the Lesotho Environmental Education Support Project (LEESP) in 2001. we draw theoretical insights from Basil Bernstein's concepts of classification and ...Cited by: 2
https://core.ac.uk/download/pdf/11984440.pdf
initiated by a Danish donor-funded project, known as the Lesotho Environmental Education Support Project (LEESP), which operated from 2001 to 2004. Driven by a sustainable development imperative, the project was intended to assist Lesotho in the implementation of local action for Agenda 21 by introducing environmental education
https://www.researchgate.net/publication/262440192_Geography_teachers'_interpretation_of_a_curriculum_reform_initiative_The_case_of_the_Lesotho_Environmental_Education_Support_Project_LEESP
Driven by a sustainable development imperative, the project was intended to assist Lesotho with the implementation of local action for Agenda 21 by introducing environmental education into the ...
https://www.mona.uwi.edu/soe/publications/cje/article/118
About five years after the completion of the Lesotho Environmental EducationSupport Project (LEESP), a small-scale qualitative study was undertakento explore appropriate Environmental Education (EE) pedagogydrawing some lessons from LEESP and EE practice in the UK. LEESP setout to establish ‘action competence’ among learners in primary and secondaryschools, in response to
https://www.semanticscholar.org/paper/The-Lesotho-curriculum-and-assessment-policy%3A-and-Raselimo-Mahao/703355f8d9851084572281e42e17fdc72da6b6bc
The end of British colonial rule in 1966 provided an impetus for curriculum reform in Lesotho. Since then, a number of curriculum and assessment reforms have been attempted, albeit with a little success. In all cases, the aim has been to achieve the goals of education for national development. The Curriculum and Assessment Policy 2009 represents the latest education reform, which marks a ...
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