The Lesotho Association of Non-Formal Education (LANFE) has raised concerns over the growing literacy gap in the Mokhotlong district, where many residents—including herders, women, and youth – still cannot read or write.
LANFE, a local organisation focused on education and development initiatives, has been promoting sustainable natural resource management and literacy, especially among marginalised groups like herders.
According to LANFE’s Mokhotlong coordinator, ’Mathato Nkune, there are currently 72 learning posts across the district. These cater for learners aged 15 and above, including men, women, and children—many of whom missed out on formal education.
“There are even some 13- or 14-year-olds who are not attending school and become interested in joining our learning programmes. While it’s outside our target group, we still try to accommodate them,” Nkune said.
Nkune explained that learners attend classes in the evenings when it is convenient for them. While some attend regularly, others face challenges due to work commitments or long distances, which delays their progress and graduation.
“The main issue is that formal schools are often too far for many, and even children from wealthier families are sometimes sent to herd livestock instead of attending school,” she added.
In collaboration with the Lesotho Council of NGOs (LCN), LANFE recently visited four remote communities – Mabothong, Malefiloane, Ha Mojakisane, and Matsoaing – to engage with learners and volunteer educators, known as “animators,” who run literacy and numeracy programmes.
Most of these animators receive no salary or government support and often use their homes as classrooms. Despite limited resources, they remain committed to empowering their communities.
LANFE Executive Director, Tšepang Matsietsa, reiterated the critical need for literacy education in Mokhotlong through their targeted Literacy Programme for herders.
“We discovered that many people in Mokhotlong – particularly herders based in areas like metebong (cattle posts) – cannot read or write. It’s a long-standing issue,” he said.
He explained that while the Ministry of Education operates in eight of Lesotho’s 10 districts, LANFE focused on Mokhotlong due to funding received from UNICEF. However, that funding ended eight years ago.
“Despite the lack of financial support, we’ve managed to maintain 72 learning posts with trained volunteer teachers. But finding qualified educators in these remote areas is a challenge. We rely on community members who are available and willing to serve,” Matsietsa pointed out.
He added that some use their homes to host classes, helping to keep the programme sustainable.
Education for all, inside and outside the classroom
LCN’s Coordinator for Agriculture, Environment, and Natural Resources, Rapooana Bobeli,told theReporter that the organisation is implementing the Education Out Loud Project, which advocates for inclusive education beyond traditional classrooms.
“Curriculum design assumes that education only happens within four walls, but many in Lesotho don’t fit that model,” Bobeli said. “LANFE is pushing for informal education to be included in the Ministry of Education’s budget.”
Education Out Loud is the world’s largest fund supporting education advocacy and accountability, with a budget of US$133 million. It empowers civil society to promote transparency, citizen mobilisation, and policy reform.
According to LCN Executive Director Sekonyela Mapetja, LCN has long advocated for civil society’s involvement in shaping education policy.
“Previously, international agencies led Lesotho’s education coordination. While they provided funding and expertise, local voices were often sidelined,” Mapetja explained.
Now, LCN has fully assumed the role of coordinating agency for the Global Partnership for Education (GPE) in Lesotho, making the country one of the few globally where civil society leads this function.
In 2025, LCN has already:
- Led two Local Education Group meetings,
- Applied for a US$5 million GPE System Transformation Grant, and
- Supported the World Food Programme in developing a school feeding assistance programme.
This leadership shift empowers civil society to influence funding priorities, monitor spending, and ensure alignment with national goals.
Towards a policy framework for non-formal education
In February this year, the Ministry of Education took significant steps to strengthen non-formal education by drafting guidelines for registering and regulating learning posts.
The ministry’s Director of Non-Formal Education, ‘Mathaabe Mphunyane, said the guidelines aim to improve oversight and performance of both learning centres and administrators.
She revealed that for the 2025/26 fiscal year, the ministry plans to benchmark best practices and develop a formal policy to guide the sector.
Currently, 155 learning post administrators work under the Lesotho Distance Teaching Centre (LDTC) and are paid by the Teaching Service Department.
Mphunyane indicated that the long-term goal is for LDTC to evolve into a college offering advanced training for these educators.
LANFE has played a pivotal role in advancing education among Basotho adults and out-of-school youth over the years, especially in rural areas. Apart from bridging literacy gaps and promoting lifelong learning, it empowers reintegration and social change, addresses funding challenges and institutional vulnerability, while it has also evolved into a strategic partner with its role having expanded to include policymaking.
LANFE has been instrumental in making education inclusive, practical, and socially empowering for many Basotho. Its community-focused model addresses literacy, livelihoods, and environmental stewardship. Yet, its full potential remains curtailed without robust, diversified funding and formal policy support.
As Lesotho’s NFE landscape grows stronger and more coordinated, LANFE is well-positioned to evolve from a service provider into a central architect of non‑formal education strategy.
