What's Happening?
In the mountainous region of Lesotho, shepherds, many of whom started herding at a young age and missed formal schooling, are attending night classes at institutions like the Good Shepherd School. These schools, often run by volunteers with limited budgets,
provide basic education in reading, writing, and counting. The initiative aims to offer a second chance at education for boys and young men who spend months isolated in the mountains tending livestock, a practice deeply ingrained in Lesotho's economy and culture. For instance, Kabelo Mohai, 20, who only finished primary school, now treks down the mountain daily to attend Grade 7 classes. Similarly, 18-year-old Ketso Mokoena, who dropped out of formal school due to financial constraints, continued his education through night classes and is now in Grade 11, aspiring to become a pharmacist. The night schools cater to a wide age range, from 15 to 55, and are crucial for individuals like Motlatsi Monoana, in his mid-40s, who is learning to read and count for the first time, having been cheated by employers due to his illiteracy.
Why It's Important?
This educational movement in Lesotho is vital for addressing the widespread issue of illiteracy and its socio-economic consequences among the shepherd community. Many shepherds, unable to read or count, are vulnerable to exploitation, as highlighted by Motlatsi Monoana's experience of being cheated by employers and unable to understand contracts. The lack of formal education also contributes to a significant disparity in educational attainment, with only 22% of boys in Lesotho progressing to secondary education, compared to 92% of girls completing primary school. Beyond academic learning, these night schools provide a critical social environment for isolated boys, helping them develop social skills and address issues like violence, which can stem from prolonged isolation. The initiative offers hope for a different future, enabling individuals to dream of careers beyond herding, such as becoming soldiers or pharmacists, thereby contributing to a more skilled and empowered workforce in Lesotho.
What's Next?
The future of these night schools in Lesotho faces challenges, primarily concerning funding and governmental support. While the Ministry of Education has expressed intentions to formalize these volunteer-run classes and provide stipends to educators, bureaucratic hurdles and delays have hampered the process. For example, educators like Mampho Makha, who founded a night school in 2003, are currently volunteering without government stipends, awaiting contract renewals. Continued efforts are needed to secure consistent funding and administrative support to ensure the sustainability and expansion of these programs. Additionally, the schools aim to integrate health programs and social workers to address broader community issues like HIV and tuberculosis, further enhancing the holistic development of the students. The success of these initiatives will depend on sustained community engagement, governmental commitment, and the dedication of volunteers to provide educational opportunities for those traditionally excluded from formal schooling.
Beyond the Headlines
The night school initiative in Lesotho highlights a deeper societal challenge where traditional livelihoods, such as shepherding, often come at the cost of education, perpetuating cycles of poverty and vulnerability. The story of these shepherds underscores the ethical imperative to provide accessible education, regardless of age or socio-economic background. It also sheds light on the resilience and determination of individuals like Ketso Mokoena, who, despite significant obstacles, pursue education to transform their lives. The broader implication is the potential for education to act as a catalyst for social change, empowering marginalized communities to advocate for their rights, improve their economic standing, and participate more fully in society. The struggle for consistent government support also points to the need for robust policy frameworks that recognize and integrate non-formal education into national development strategies, ensuring that no segment of the population is left behind.
