[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-108310-en":3,"doc-seo-108310-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},108310,1649267921044,"Ava Thompson","https://us-avatar.wpscdn.com/avatar/1800007509477c92dfb?_k=1782875107921204101",8,"Research & Report","Skills Development in Lesotho - Issues and Recommendations for Priority Reform Initiatives","The report analyzes skills development challenges in Lesotho and links them to persistent poverty, inequality, slow economic growth, and weak job creation. It highlights labour-market skills mismatches, gaps in quality and governance, and funding constraints affecting technical and vocational education and training (TVET). Drawing on these findings, it sets out priority reform recommendations focused on work-based learning linkages, teacher capacity, curriculum modernization toward digital and foundational skills, TVET planning knowledge improvements, and targeted sector reforms.","Public Disclosure Authorized Public Disclosure Authorized  \nPub lic Disc losure Authorized  \nSKILLS DEVELOPMENT IN LESOTHO  \nIssues and Recommendations for Priority Reform Initiatives  \n© 2023 The International Bank for Reconstruction and Development/THE WORLD BANK  \n1818 H Street NW  \nWashington, DC 20433  \nUSA  \nAll rights reserved  \nPhotos: Shutterstock  \nSKILLS DEVELOPMENT IN LESOTHO  \nIssues and Recommendations for Priority Reform Initiatives  \nJutta Franz  \nElizabeth Ninan Dulvy  \nMarch 2023  \nTABLE OF CONTENTS  \nAbbreviations 1  \n1. Introduction 2  \n2. Skills Development in Lesotho – Characteristics and Issues 3  \nOverview 3  \nQuality Issues 7  \nLabour Market Relevance 9  \nGovernance and Management 11  \nFunding 13  \n3. The Way Forward (Recommendations for Priority Reform Initiatives) 16  \nI-Create linkages with industry 16  \nII-Create opportunities for structured work-based learning 17  \nIII-Address the financing issues with priority 18  \nIV-Increase the availability of competent and motivated teachers 19  \nV-Improve the knowledge base for TVET planning 19  \nVI-Modernize the curriculum: Digital skills, foundational and core skills 20  \nVII-Focus the TVET reform on selected priority sectors 20  \nReferences 21  \nAnnexes 22  \nLIST OF TABLES, FIGURES AND BOXES  \nTables  \nTABLE 1. Lesotho TVET Enrolment 2021 and 2022 by Type of Institution 3  \nTABLE 2. TVET Enrolment 2022 by Occupational Field 4  \nTABLE 3. Number of MoET-registered TVET Institutions 2022, by district 5  \nTABLE 4. Employment and Underemployment by Education Level, 2017/18 11  \nTABLE 5. Public Recurrent Expenditure by Level of Education, 2016/17 – 2018/19 13  \nTABLE 6. Consolidated Average Unit Spending on Education, 2017/18 14  \nFigures  \nFIGURE 1. Enrolment by Ownership of Institution, 2022 in Percent 4  \nFIGURE 2. Participation in Education by Income Group 6  \nFIGURE 3. Structure of TVET Administration 12  \nBoxes  \nBOX 1. Skills Development as Part of Entrepreneurship Development and Youth Employability Projects 6  \nABBREVIATIONS  \nAfDB African Development Bank  \nBOS Bureau of Statistics  \nCMSHBS Continuous Multipurpose Household Survey and Household Budget Survey  \nCPD Continuous professional development  \nECOL Examinations Council of Lesotho  \nEDSP Economic Diversification Support Project  \nESP Education Sector Plan  \nILO International Labour Organization  \nLDTC Lesotho Distance Teaching centre  \nLMIC Lower Middle-Income Country  \nLQF Lesotho Qualifications Framework  \nLTVET Lesotho TVET  \nMGYSR Ministry of Gender, Youth, Sports and Recreation  \nMoA Ministry of Agriculture  \nMoET Ministry of Education and Training  \nMoLE Ministry of Labour and Employment  \nNMDS National Manpower Development Secretariat  \nNQF National Qualifications Framework  \nNSDP National Strategic Development Plan  \nNTA National Training Authority  \nPSC Public Service Commission  \nTF Training Fund  \nTSC Teaching Service Commission  \nTTI Technical Training Institution  \nTVD Technical and Vocational Department  \nTVET Technical and Vocational Education and Training  \nUK United Kingdom  \nUNESCO United Nations Educational, Scientific and Cultural Organization WBL Work-based learning  \n1. INTRODUCTION  \nHigh levels of poverty, income inequality and slow economic growth challenge Lesotho’s economic and human development potential. With nominal per capita gross domestic product (GDP) of US$1,299, the Kingdom of Lesotho is classified as a lower-middle-income country (LMIC), but it is one of the poorest countries in its income group. Its population of about 2.1 million is growing at a modest rate of 1.3 percent annually and is rather youthful, with 76 percent being below the age of 36. Over the past two decades, Lesotho has made strides in poverty reduction, with the poverty rate declining from 56.6 percent in 2002 to 49.7 percent in 2017. However, Lesotho’s economic growth has been rather slow during recent years and as a result of the ongoing COVID-19 pandemic, the growth rate is expected to r","cbCait8bqjlmdrgD","https://ap.wps.com/l/cbCait8bqjlmdrgD","pdf",1564671,3,1,36,"English","en",105,"# Abbreviations\n# 1. Introduction\n# 2. Skills Development in Lesotho – Characteristics and Issues\n## Overview\n## Quality Issues\n## Labour Market Relevance\n## Governance and Management\n## Funding\n# 3. The Way Forward (Recommendations for Priority Reform Initiatives)\n## I-Create linkages with industry\n## II-Create opportunities for structured work-based learning\n## III-Address the financing issues with priority\n## IV-Increase the availability of competent and motivated teachers\n## V-Improve the knowledge base for TVET planning\n## VI-Modernize the curriculum: Digital skills, foundational and core skills\n## VII-Focus the TVET reform on selected priority sectors\n# References\n# Annexes","[{\"question\":\"What major development challenges frame the need for skills reform in Lesotho?\",\"answer\":\"The report connects skills development to high poverty and inequality, slow economic growth, and limited job creation. It also highlights youth unemployment and low labour force participation as core pressures.\"},{\"question\":\"What are the key issues affecting skills development and TVET in Lesotho?\",\"answer\":\"It identifies quality concerns, governance and management weaknesses, labour-market relevance gaps, and funding constraints. These factors contribute to substantial skills mismatches between training outputs and labour demand.\"},{\"question\":\"Which priority recommendations does the report propose for TVET reform?\",\"answer\":\"It recommends strengthening industry linkages and structured work-based learning, addressing financing problems, improving teacher availability, and building a better knowledge base for TVET planning. It also calls for curriculum modernization toward digital and core skills and focusing reforms on selected priority sectors.\"}]",1784470318,91,{"code":4,"msg":31,"data":32},"ok",{"site_id":25,"language":24,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"skills-development-in-lesotho-issues-and-recommendations-for-priority-reform-initiatives","",{"@graph":36,"@context":85},[37,53,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,50],{"item":41,"name":42,"@type":43,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":20},"https://docshare.wps.com/document/research-report/",{"item":51,"name":13,"@type":43,"position":52},"https://docshare.wps.com/document/skills-development-in-lesotho-issues-and-recommendations-for-priority-reform-initiatives/108310/",4,{"url":51,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":24,"description":14,"dateModified":61,"datePublished":62,"encodingFormat":60,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-07-31","2026-07-19",true,{"@type":65,"interactionType":66,"userInteractionCount":20},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What major development challenges frame the need for skills reform in Lesotho?","Question",{"text":75,"@type":76},"The report connects skills development to high poverty and inequality, slow economic growth, and limited job creation. It also highlights youth unemployment and low labour force participation as core pressures.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"What are the key issues affecting skills development and TVET in Lesotho?",{"text":80,"@type":76},"It identifies quality concerns, governance and management weaknesses, labour-market relevance gaps, and funding constraints. These factors contribute to substantial skills mismatches between training outputs and labour demand.",{"name":82,"@type":73,"acceptedAnswer":83},"Which priority recommendations does the report propose for TVET reform?",{"text":84,"@type":76},"It recommends strengthening industry linkages and structured work-based learning, addressing financing problems, improving teacher availability, and building a better knowledge base for TVET planning. 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