Response Note to Dar es Salaam Stimulus Paper: Maseru
Lesotho is a small country, with a population of approximately 2 million, surrounded by South Africa. It’s current ranking on the HDI is 141 out of 175 countries. Its priorities and concerns are similar to those of Tanzania, although the rural population constitutes more than 60% of the total population and Maseru City is a relatively small urban area with no other cities in the country.
The National University of Lesotho (NUL) is based in a large village approximately 35 kilometres from Maseru. However, NUL does have a satellite campus in Maseru called IEMS (Institute of Extra Mural Studies) which is regarded as the outreach arm of the university. Four other, even smaller satellite campuses are based in some of the remote rural regions. IEMS recently invited university wide academics, and external agencies, including NGOs, business and ministries to a stakeholder discussion meeting to discuss how the university could engage more collaboratively with government and external agencies for national development.
The actual participants included postgraduate students, academics and a small number of external agencies, such as World Vision. There was no ministerial representation, though the sponsors of the event, a bank, participated. In the course of the discussions it emerged that the university is perceived quite negatively by the government because its ‘critical perspective’ comes across as simply critical of government. It was suggested that the university should market itself more positively to the nation, through various media, and that more concerted efforts should be made to encourage positive dialogue with government ministries.
The prospect of the university contributing to the notion of a learning city, therefore, is quite remote at this point in time. Before the university can be perceived as a positive force for development it has to market itself and assess to what extent it is a role model of learning in its own right. In other words, we have a long way to go in building up relationships with relevant stakeholders before we can implement action plans for engagement with policy makers and politicians. Individual, face to face meetings are the suggested next step, in order to build up, one-by-one, a cohort of interested champions at strategic points in the university, government and other agencies.
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What can be done in Lesotho
Dear Julia
Many thanks for your very interesting and helpful contribution. The Australian experience with learning community initiatives has suggested that the initial steps are the hardest in building understanding and a network of support, and I agree with your initial focus on building relationships. Experience in places like Vancouver and Western Melbourne also suggests the value of small pilot projects in neighbourhoods/districts to develop approaches that fit the local conditions. I wonder then, whether it might be feasible to launch a small pilot project in one of your satellite campuses where an appropriate model could be developed and tested and perhaps later extended to other satellite campuses.
While I dont presume to suggest the strategies that would work in the villages where your satellite campuses are located, in Australia my experience has been that family learning strategies, intergenerational learning, small learning festivals have been useful where they can be supported by a library network or even schools. Where you may not have libraries, I hesitate to suggest what might be the Lesotho equivalent of this rolle, but your advice would be interesting. What vI am wondering is whether a grassroots up approach along these lines might supplement and support the relationship building process you describe. In getting runs on the board, it is often useful to pick low hanging fruit. Anyway, good luck.
Institute of Extra-Mural Studies (IEMS) & others at NUL
I thank Julia Preece for the NUL experience she is sharing with participants at the PIE forum. I have fond memories of the National University of Lesotho and her Faculty/Institute of Education which I had an opportunity to visit in the late 1980s and later in the early 1990s. I don't remember well if colleagues took me on a tour of the Institute of Extra-Mural Studies as well, but the truth is that NUL, being the only country's university, was always going out of her way not only to conduct studies and evaluations of national importance but also to establish and initiate action-research projects with members of the public, not least with governmental officials, especially in the Ministry of Education. I remember very well the review of the education sector in Lesotho, 1978-99, for instance, which Prof. M. Sebatane and colleagues were preoccupied with for the Ministry of Education, and several other extra-University commitments! To me, that kind of initiative indicates how proactive a university (in this case NUL) can be in wishing to team up with the community (and to relate theory to practice) to the mutual advantage of both. Yet, one can imagine how frustrating it could be for the proactive and "caring" members of a university unit to be and to feel shunned by a potential development partner simply for [not-always-founded] fears of critical and domineering postures.
But, as Peter Kearns suggests, the university's (any university's) stance should not remain at the level of lamenting but rather at that of finding alternative ways of entry into partnership. 'Marketing itself' is an attractive term though not always easy to operationalize, and NUL's IEMS is challenged to do that - just as many other universities in Africa, mine in Dar es Salaam included. Thanks again, Julia, for adding to the experiences on the ground.