Challenges Facing Implementation of an Integrated Tourism Curriculum: The Experiences of Teachers in Lesotho

Abstract

This study explored challenges experienced by tourism teachers in Lesotho in an attempt to implement an integrated tourism curriculum. The undertaking was important, because tourism is a new subject, which was introduced in nine Lesotho high schools for piloting in 2011. The aim of introducing tourism was to increase the number of vocational subjects for learners that would enable them to be creative and productive, and become self-employed and self-reliant. The researcher used semi-structured interviews to generate data from three tourism teachers at three of the original nine schools in which tourism had been piloted. Two education officials were also selected for the semi-structured interviews, to provide information at the policy-making level. Data from the interviews was analysed and synthesised to make meaning, and to illuminate the challenges that were being experienced by tourism teachers during and beyond the pilot stage, even though there was support for tourism education from school administrators, and the Ministry of Education and Training. The study found that tourism teachers face a number of serious challenges that need to be addressed, so that integrated tourism curriculum fulfils the expectations of alleviating poverty and unemployment, while promoting self-employment and self-reliance.

Keywords: challenges, integrated tourism curriculum, semi-structured interviews, tourism teaching

DOI: 10.7176/JEP/10-5-08