CCUNCIL CN nIGnLk LDUCA1ICN (CnL)

kLCk1 CI 1nL 8ASLLINL SUkVL CI nIGnLk

LDUCA1ICN INS1I1U1ICNS IN LLSC1nC [2010]2011]
(LkLCU1IVL SUMMAk)
Comp||ed by:
ur. P. l. Lefoko- Member of counci/, counci/ on niqher ducotion {cn)
ur. M. Ntimo - Mokoro- Member of niqher ducotion uo/ity 4ssuronce committee
{n4c) - cn
ur. M. 5efiko- Member of niqher ducotion uo/ity 4ssuronce committee {n4c ) - cn
Mrs. M. 1. Motseko- chief xecutive - cn
Mr. M. khobot/o - uirector - Po/icy, 5troteqy & lnformotion - cn
Mrs. k. Mofo/o-Principo/ uo/ity 4ssuronce & 5tondords Officer - cn
4ssociote Prof. M. v. Po/oki- uirector uo/ity 4ssuronce & 5tondords - cn
ACkNCWLLDGLMLN1S
We would llke to record our thanks to representatlves of the 13 hlgher educatlon
lnstltutlons that took part ln the 8asellne Survey. All were not only ready to accommodate
us wlthln thelr busy work schedules but they also enabled us to come back to thelr
lnstltutlons as many tlmes as was necessary. Last but not least lmportantly, the two ladles,
Ms. M. Mapesela and Mrs. M. Lebuso, who asslsted us wlth data capturlng and analysls
deserve our gratltude. 1hey showed amazlng reslllence ln grappllng wlth the data that many
would have declared not analyzable.
Table of Contents
ACkNCWLLDGLMLN1S ..........................................................................................................................3
LIS1 CI A88kLVIA1ICNS.........................................................................................................................3
LkLCU1IVL SUMMAk ...........................................................................................................................7
1.0 IN1kCDUC1ICN................................................................................................................................... 7
1.1 8ockqround...............................................................................................................................7
1.2 Objectlves of tbe 8oselloe 5otvey........................................................................................7
1.l keseorch uestions ..................................................................................................................8
2.0 ML1nCDCLCG .................................................................................................................................. 9
2.1 Popu/otion...........................................................................................................................9
2.2 uoto co//ection ...................................................................................................................9
2.l uoto 4no/ysis ......................................................................................................................9
2.4 Limitotions of the 5tudy .....................................................................................................9
3.0 kLSUL1S............................................................................................................................................. 10
J.1 lostltotloool 5totlstlcs.......................................................................................................10
l.2 comp/ionce with the niqher ducotion 4ct, 2004 {n4) .................................................10
J.J Appolotmeot of 5toff ........................................................................................................11
l.4 4dmissions Po/icies ..........................................................................................................11
l.5 5tudent 5upport 5tructures ..............................................................................................11
l. cooperotion 4rronqements..............................................................................................12
l.7 uo/ity 4ssuronce.............................................................................................................12
4.0 kLCCMMLNDA1ICNS........................................................................................................................ 13
4.1 lnstitutiono/ 5totistics.......................................................................................................13
4.2 comp/ionce with the n4.................................................................................................13
4.l 4ppointment of 5toff........................................................................................................13
4.4 AJmlssloos lollcles............................................................................................................14
4.5 5toJeot 5oppott 5ttoctotes ...............................................................................................14
4.6 coopetotloo Attooqemeots...............................................................................................14
4.7 Ooollty Assotooce..............................................................................................................14
LIS1 CI A88kLVIA1ICNS
ACCA (Uk) ASSCClA1lCn Cl CL81lllLu CPA81L8Lu ACCCun1An1S, unl1Lu klnCuCM
ADSL AuvAnCLu ulLCMA ln SLClAL LuuCA1lCn
8C1A 8C1SWAnA 1LCPnlCAL Au1PC8l1?
CAS CLn18L lC8 ACCCun1lnC S1uulLS
CnAL CP8lS1lAn PLAL1P ASSCClA1lCn Cl LLSC1PC
CLCL CL81lllCA1L ln LA8L? CPlLuPCCu LuuCA1lCn
CnL CCunClL Cn PlCPL8 LuuCA1lCn
CIIA CPA81L8Lu lnS1l1u1L Cl u8LlC llnAnCL Anu ACCCun1AnC?
CU1 Cu81ln unlvL8Sl1? Cl 1LCPnCLCC?
D1L ulS1AnCL 1LACPL8 LuCuA1lCn 8CC8AMML
nLA PlCPL8 LuuCA1lCn AC1, 2004
nLIs PlCPL8 LuuCA1lCn lnS1l1u1lCnS
IDM lnS1l1u1L Cl uLvLLCMLn1 MAnACLMLn1
LAC LLSC1PC AC8lCuL1u8AL CCLLLCL
LCL LLSC1PC CCLLLCL Cl LuuCA1lCn
LIA LLSC1PC lnS1l1u1L Cl ACCCun1An1S
LIAM LLSC1PC lnS1l1u1L Cl u8LlC AuMlnlS18A1lCn Anu MAnACLMLn1
L LL8C1PCLl CL?1LCPnlC
LUC1 LlMkCkWlnC unlvL8Sl1? Cl C8LA1lvL 1LCPnCLCC?
MA MALA?SlAn CuALlllCA1lCn Au1PC8l1?
MSN MALu1l SCPCCL Cl nu8SlnC
Nn1C nA1lCnAL PLAL1P 18AlnlnC CCLLLCL
N1I nu8SL 18AlnlnC lnS1l1u1LS
NUL nA1lCnAL unlvL8Sl1? Cl LLSC1PC
SC u8LlC SL8vlCL CCMMlSSlCn
SN A8A? SCPCCL Cl nu8SlnC
MS CuALl1? MAnACLMLn1 S?S1LM
IL CuALlllCA1lCnS l8AMLWC8k lC8 LLSC1PC
kCN 8CMA CCLLLCL Cl nu8SlnC
SSS S1A1lS1lCAL ACkACL lC8 1PL SCClAL SClLnCLS
SkC S1uuLn1S 8L8LSLn1A1lvL CCunClL
SSN SCC11 CCLLLCL Cl nu8SlnC
LkLCU1IVL SUMMAk
1.0 IN1kCDUC1ICN
1.1 8ockqround
1he Councll on Plgher Lducatlon (CPL) ls a statutory corporate body establlshed by the
Plgher Lducatlon Act of 2004. lts overall mandate ls to regulate hlgher educatlon and
promote quallty assurance across hlgher educatlon lnstltutlons ln Lesotho. ln terms of the
Cuallflcatlons lramework for Lesotho (ClL), CPL regulates and quallty assures the actlvltles
of all Plgher Lducatlon lnstltutlons (PLls) that offer programmme leadlng to dlplomas,
degrees and doctorates (levels 6 through 10).
1he CPL members were appolnted ln 2008 and the CPL Secretarlat came lnto operatlon ln
2010, followlng appolntment of the Chlef Lxecutlve. uurlng lts flrst year of operatlon, the
CPL Secretarlat focused on actlvltles and processes needed for the establlshment of the
offlce. Amongst other thlngs, they developed the pollcles that would facllltate
lmplementatlon of the mandate of CPL, organlzatlonal structure of the Secretarlat, terms
and condltlons of servlce for staff, human resources pollcles and flnance pollcles.
1o develop a basls for taklng actlon on the prlorlty areas ldentlfled ln the Strateglc lan
(CPL, 2010), a 8asellne Survey of all PLls was deslgned and carrled out durlng the
2010/2011 academlc year. ln essence, the survey was deslgned to generate lmportant
basellne lnformatlon as a basls for developlng the proflle of each PLl. lt covered a wlde
range of lssues lncludlng the legal status of each PLl, governance, student support
structures, lnternal quallty assurance strategles and compllance wlth the Plgher Lducatlon,
Act 2004 (PLA) (Covernment of Lesotho, 2004).
1.2 Objectives of the 8ose/ine 5urvey
1he basellne survey was the flrst comprehenslve effort by Councll on Plgher Lducatlon to
collect lnformatlon about PLls ln Lesotho. 1he overall ob[ectlve of the survey was to gather
baslc lnformatlon about PLls for documentatlon and dlssemlnatlon to key stakeholders. 1he
lnformatlon would also provlde guldance to CPL by ldentlfylng areas for actlon and those
that called for development of new pollcles. Speclflcally, the survey was deslgned to:
a) uocument evldence of legal establlshment of lnstltutlons and whether thls was ln
llne wlth the PLA,
b) Lstabllsh the extent to whlch lnstltutlons comply wlth the requlrements of the PLA,
c) uevelop a proflle of each lnstltutlon,
d) ldentlfy theprogrammes offered ln each lnstltutlon,
e) Cbtaln statlstlcs of the students employed ln each PLl by gender, programs of study,
natlonallty, etc,
f) Cet statlstlcs on stafflng by gender, quallflcatlons, speclallzatlon areas, natlonallty,
etc.,
g) uocument lnformatlon about quallty assurance processes ln each lnstltutlon,
h) Cbtaln lnformatlon about the lnstltutlonal budgets and fees charged to students,
l) uocument any other lnformatlon relevant to the mandate of the Councll on Plgher
Lducatlon (CPL).
1.l keseorch uestions
More speclflcally, the Survey was deslgned to address the followlng research questlons:
1. What ls the legal status of PLls ln Lesotho ln terms of the PLA?
2. What ls the composltlon of the teachlng force, management and support staff wlthln
each PLl?
3. What are the attrltlon rates of varlous categorles of staff wlthln each PLl?
4. What are the enrolments rates wlthln PLls?
3. What are the pass rates wlthln PLls?
6. What ls the summary of the fee structure wlthln PLls?
7. 1o what extent have the PLls complled wlth the PLA wlth regard to governance
structures and governlng pollcles?
8. 1o what extent have the PLls complled wlth the PLA ln terms of establlshment of
student support servlces?
9. What pollcles do the PLls use to admlt students?
10. What ls the nature of cooperatlon arrangements between each PLl wlth others?
11. What quallty assurance strategles are used ln each PLl?
12. Whlch academlc programmes are offered ln each PLl?
1.4 lustificotion
ln documentlng basellne lnformatlon about the lnstltutlons of hlgher learnlng, thls survey
addresses the vold ln the local llterature wlth respect to the current status of hlgher
educatlon lnstltutlons ln Lesotho. When avallable such lnformatlon can be used as a basls
for developlng short-term and long-term operatlonal plans for lmprovlng the quallty of
provlslon of hlgher educatlon ln Lesotho.
2.0 ML1nCDCLCG
2.1 Popu/otion
All 12PLls that appear ln the loreword of the CPL Strateglc lan (CPL, 2010) and the
lnstltute of uevelopment Management (luM) took part ln the Survey. 1hese were the 7
publlc lnstltutlons and 3 prlvate lnstltutlons. 1hls llst excluded speclallst lnstltutlons such as
the semlnarles whlch offer programmes ln theology and phllosophy. .
2.2 uoto co//ection
1he 13 hlgher educatlon lnstltutlons ln Lesotho took part ln the survey. 1he survey conslsted
of four methods of data collectlon: (a) document analysls that entalled, amongst other
thlngs, revlew of documents from lnstltutlons to assess the legal establlshment of
lnstltutlons, (b) the questlonnalre that explored a range of lssues, lncludlng exlstence of
governlng structures, programmes, statlstlcal lnformatlon, admlsslon pollcles and quallty
assurance strategles, (c) lntervlews wlth key lnformants that were deslgned to pursue more
closely, some pertlnent lssues, lncludlng those emerglng from questlonnalre data, and (d)
analysls of lnstltutlonal statlstlcs.
2.l uoto 4no/ysis
Statlstlcal ackage for the Soclal Sclences (SSS) was used to generate some descrlptlve
outputs uslng the data from the questlonnalre and lnstltutlonal statlstlcs. Cualltatlve
methods of data analysls were employed to analyze the qualltatlve lnformatlon drawn from
the documents and the lntervlews. ln partlcular, we employed a comblnatlon of pre-
asslgned codes and those that were not antlclpated but were found to be lnterestlng
(Creswell, 2009).
2.4 Limitotions of the 5tudy
1hree ma[or llmltatlons of thls study relate to collectlon and analysls of statlstlcal
lnformatlon. 1he flrst ls that the PLls were not used to collectlng, analyzlng and uslng thelr
own statlstlcal lnformatlon at the tlme of collectlng the data. Consequently, some
lnstltutlons elther submltted lncomplete data or data that contalned ltems that were not
requlred. 1he second ls that the lnstltutlons were so dlfferent ln terms of student
enrollment, academlc programmes, staff quallflcatlons and academlc ranks that any attempt
to do comparatlve analysls would not make sense. 1he thlrd ls that the academlc years for
some of these lnstltutlons were not conslstent. Consequently, to clalm that the data was
collected ln the 2010/2011 academlc year may, for example, be sultable for the natlonal
unlverslty of Lesotho (nuL) and the Lerotholl olytechnlc (L) but not for the Center for
Accountlng Studles (CAS). llnally, although follow-up lntervlews may have gone a long way
towards problng some of the responses to the questlonnalre, lt would seem that some of
the persons who lnltlally responded to the questlonnalres were not qulte famlllar wlth the
operatlons of the PLls. uesplte these llmltatlons we belleve that thls study stlll provldes
useful lnformatlon for CPL, the lnstltutlons themselves and other stakeholders. lt
constltutes a startlng polnt to collectlng, analyzlng, lnterpretlng and keeplng statlstlcal
lnformatlon on a regular basls.
3.0 kLSUL1S
Cur analysls of the lnformatlon gathered from the hlgher educatlon lnstltutlons (PLls) led us
to the flndlngs descrlbed here below. lor ease of reference we have dlvlded the flndlngs
lnto7 categorles: (a) lnstltutlonal Statlstlcs, (b) Compllance wlth the PLA, (c) Appolntment of
Staff,(d) Admlsslons ollcles (e) Student Support Structures, (f) Cooperatlon Arrangements,
(g) Cuallty Assurance.
l.1 lnstitutiono/ 5totistics
a) 1he 13 PLls that took part ln the 8asellne Survey varled slgnlflcantly ln terms of
number of students, quallflcatlons and ranks of teachlng and support staff and the
type of programmes offered,
b) As expected the number of people employed by the nuL was hlgher compared to
those employed by other lnstltutlons. lurthermore, the proportlon of teachlng staff
compared to support staff was generally smaller across the 13 PLls,
c) Wlth the exceptlon of CAS, the ma[orlty of people worklng ln these lnstltutlons were
employed on permanent and penslonable terms,
d) Wlth the exceptlon of the LCL, more males seemed to have reslgned from the PLls
ln the last three or so years compared to females,
e) 1he ma[orlty of the students currently enrolled ln PLls are females. 1he females
were especlally domlnant at LCL, nP1C and the nurslng lnstltutlons. 1he males were
only domlnant at L,
f) Wlthln each lnstltutlon, the males tended to be more domlnant ln elther the
Sclences or the technlcally orlented domalns of knowledge whllst the females
tended to domlnate nurslng, teachlng and admlnlstratlve flelds of knowledge,
g) 1here was a lot of varlatlon ln the fee structure, wlth the LuC1 and the nuL havlng
the hlghest fees per student,
h) 1he ma[orlty of Plgher Lducatlon lnstltutlons (PLls) were not used to systematlc data
capturlng and storage. 1hls was evldenced by the fact that each of them seemed to
struggle somewhat when requested to submlt statlstlcal lnformatlon to CPL
l.2 comp/ionce with the niqher ducotion 4ct, 2004 {n4)
a) Lxcept for the Mlnlstry of Lducatlon lnstltutlons that have attalned autonomy (nuL,
LCL and L), there was llttle evldence of the efforts made to comply wlth the
provlslons of the PLA,
b) 1he rest of the publlc lnstltutlons such as the CAS, luM, LlAM nP1C and LAC remaln
wlthout foundlng statutes as requlred ln the PLA,
c) Clven that 8eglstratlon Culdellnes are stlll belng developed, all prlvate hlgher
educatlon lnstltutlons remaln unreglstered,
d) CAS and PLls that already have foundlng statutes (nuL LCL and L) had formal
Covernance structures such as Councll, Senate, 8ector and 8eglstrar,
e) 1he LuC1 as the cross-border provlder faced the challenge of locallzlng these
structures glven that they only exlsted ln the parent lnstltutlon ln Malaysla,
f) 1he CPAL-n1l lnstltutlons expressed the challenge they faced ln complylng wlth the
PLA ln terms of governance structures, glven thelr slze and proprletorshlp,
g) lt would seem that Councll as a key governance structure only exlsted at nuL, LCL,
L, CAS, LAC and nP1C.
l.l 4ppointment of 5toff
a) Cnly the nuL, LCL, L, CAS and luM seemed to appolnt the Pead of lnstltutlon
followlng procedures that were conslstent wlth the PLA as evldenced by the fact
that they used elther the Councll or slmllar structure,
b) At the LuC1 the Pead of lnstltutlon was appolnted by resldent of the Company,
c) At the LAC, nP1C and LlAM, the Pead of lnstltutlon was appolnted by the ubllc
Servlce Commlsslon (SC). 1hls practlce was lnconslstent wlth the provlslons of PLA,
d) 1he nurslng lnstltutlons seemed to appolnt Pead of lnstltutlon uslng elther the
Pospltal 8oard or a slmllar structure,
e) Whereas the rest of the PLls were gulded by a human resources pollcy document or
a slmllar document to appolnt staff, only the LAC, LlAM and the nP1C used the
ubllc Servlce 8ules and 8egulatlons to perform a slmllar exerclse.
l.4 4dmissions Po/icies
a) We could not flnd a document artlculatlng the admlsslon pollcy for each lnstltutlon,
b) All the 13 lnstltutlons seemed to follow admlsslon procedures many of whlch
entalled the rank-orderlng of candldates based on some crlterla,
c) 1he nurslng lnstltutlons lncluded lntervlews as one of the admlsslon procedures,
d) lt was dlfflcult to ldentlfy the efforts made by each lnstltutlon to attract hlgh callber
and best-quallfylng candldates.
l.5 5tudent 5upport 5tructures
a) 1he most commonly clted student support structure across the 13 PLls that took
part ln the 8asellne Survey was the Stodent 8epresentatlve Councll (S8C),
b) Cnly at the luM where the ma[orlty of students were part-tlme was there a
challenge regardlng electlng and sustalnlng the S8C,
c) Student advlsement of personal tutorshlp only exlsted ln the mlnorlty of cases and
only applled to those students engaged ln pro[ect work,
d) ln all cases, the students seemed to en[oy access to baslc medlcal servlces elther
through publlc cllnlcs or lnstltutlonal cllnlcs.
l. cooperotion 4rronqements
a) At the local level, the most common type of cooperatlon arrangement was the
afflllatlon of several lnstltutlons to the nuL,
b) Whereas the afflllatlon agreement was broader as lt lncluded cooperatlon when
undertaklng such tasks as programme development and revlew, ln practlce afflllated
lnvolved the nuL merely for presldlng over the processlng of results,
c) 1he four nurslng lnstltutlons have a worklng relatlonshlp based on program
development and the processlng of examlnatlons,
d) Cther cooperatlon arrangements lncluded academlc llnks wlth lnstltutlons both at
the local and lnternatlonal levels, coverlng areas such as moderatlon of
examlnatlons, research, staff exchange and student exchange programmes.
l.7 uo/ity 4ssuronce
a) Although the ma[orlty of PLls clalmed exlstence of a quallty assurance unlt, follow-
up lntervlews revealed that such unlts dld not as yet exlst even though lnstltutlons
such as CAS and luM seemed to have some robust quallty assurance mechanlsms ln
place,
b) 1here was also some confuslon wlth the concept of a quallty assurance unlt as
evldenced by the fact that the nuL Senate was on more than one occaslon referred
to as a quallty assurance unlt,
c) ln descrlblng the mandate and strategy of a quallty assurance unlt, the phrases used
seemed to be centered around examlnatlons and externallzatlon, suggestlng
llmltatlons ln the respondents' understandlng of the concept of quallty assurance,
d) 1he lntervlews dld reveal that the lnstltutlons were aware of the lmportance and
meanlng of programme revlew even though they dld not actually do lt regularly,
e) Ma[or threats to quallty assurance were ldentlfled by the lnstltutlons as poor
lnfrastructure, large student enrollments, low levels of fundlng, poor worklng
condltlons and hlgh staff turnover,
f) Cther threats to quallty assurance lncluded lack of state-of-the-art equlpment, poor
bandwldth and the absence of leglslatlon preventlng students' hacklng of computers
and vlewlng classlfled materlals such as planned tests.
4.0 kLCCMMLNDA1ICNS
ln developlng our recommendatlons, we use the same categorles used to present the
flndlngs. 1hese are (a) lnstltutlonal statlstlcs, (b) compllance wlth the PLA, (c) appolntment
of staff, (d) student admlsslons, (e) student support structures, (f) cooperatlon
arrangements, and (g) quallty assurance.
4.1 lnstitutiono/ 5totistics
1. CPL should revlew and formallze the data collectlon form and request that PLls
complle and submlt statlstlcal lnformatlon to CPL on a yearly basls at a speclfled
perlod to enable plannlng by the Covernment of Lesotho,
2. 1he MCL1 should operatlonallse the Cuallflcatlons lramework of Lesotho (ClL)
ln order to facllltate harmonlzatlon of academlc quallflcatlons, ranks and
programmes to enable meanlngful comparatlve analysls,
3. CPL should develop approprlate pollcles to ensure that enrollment ln the
programmes offered our lnstltutlon ls gender-balanced
4.2 comp/ionce with the n4
1. CPL has to set and enforce the tlmeframe for full compllance wlth the PLA, and
to effectlvely communlcate lt to the PLls,
2. Clven that CAS, luM, LlAM, nP1C and LAC are departments of varlous
government mlnlstrles, CPL and MCL1 should lnltlate dlscusslon of the
lmpllcatlons of the PLA at the hlghest level of Covernment ln order to facllltate
attalnment of autonomy by these lnstltutlons,
3. CPL and MCL1 should facllltate speedy development and approval of the
8eglstratlon Culdellnes for rlvate PLls,
4. 1o enable prlvate lnstltutlons to develop the structures ln llne wlth the provlslons
of the PLA, lt ls lmportant for CPL to encourage them to establlsh comparable
governlng structures,
3. CPL should encourage dlalogue between the CPAL-n1l lnstltutlons to facllltate
compllance wlth the PLA.
4.l 4ppointment of 5toff
1. 1o fully comply wlth the provlslons the PLA, CPL should glve all lnstltutlons a
tlmeframe for allgnlng the appolntment of Pead of lnstltutlons and other staff
wlth the PLA,
2. CPL should set the tlme frame for the LuC1 to locallze lts structures ln order to
allgn appolntment of lts Pead and staff wlth the PLA,
3. CPL should set the tlme frame for LAC, nP1C and LlAM to comply wlth the
provlslons of the PLA wlth regard to appolntment of staff,
4. PLls should ratlonallze the numbers of teachlng staff and support staff so that
worklng condltlons and other beneflts enable PLls to attract the most able and
quallfled staff,
3. 1o attract the most able staff cadre and to curb on-golng reslgnatlons, all PLls
should be encouraged to make a consclous effort to lmprove worklng condltlons,
6. PLls should conduct exlt lntervlews for staff that are leavlng the work place, and
should take approprlate actlon.
4.4 4dmissions Po/icies
1. CPL should develop approprlate pollcles to ensure that lnstltutlons develop
comprehenslve admlsslon pollcy documents,
2. lnstltutlons should develop the strategles of ensurlng that the candldates they
admlt lnto thelr programs are the best quallfylng candldates.
4.5 5tudent 5upport 5tructures
1. PLls should ensure that all students have access to student advlsement or
tutorshlp servlces lrrespectlve of whether they are pursulng a pro[ect or
dlssertatlon.
4. cooperotion 4rronqements
1. All PLls should be encouraged to forge targeted worklng relatlonshlps wlth local
and lnternatlonal organlzatlons,
2. Whllst afflllatlon and other forms of lnstltutlonal cooperatlon should be
encouraged, CPL to hold each PLl lndlvldually accountable for the malntenance of
the quallty of lts programmes.
4.7 uo/ity 4ssuronce
1. CPL needs to conduct a survey on the status of quallty assurance processes wlthln
each PLl ln order to generate basellne data,
2. CPL should provlde professlonal support to the PLls ln order to enable them to
actlvate or strengthen thelr lnternal quallty assurance mechanlsms,
3. CPL should develop a natlonal quallty assurance pollcy whlch wlll, amongst other
thlngs, outllne the revlew schedule for all programmes offered ln the PLls,
4. MCL1 should address the problem of overcrowdlng ln the PLls, lt ls lmportant to
create alternatlve forms of attalnlng recognlzed quallflcatlons by operatlonallslng
the Cuallflcatlons lramework,
3. MCL1 and the prlvate sector should support the PLls ln thelr efforts to lmprove
the lnfrastructure and to acqulre essentlal equlpment,
6. MCL1 and CPL should facllltate speedy development and lmplementatlon of
8eglstratlon Culdellnes and Accredltatlon Standards to lmprove the quallty of
provlslon of hlgher educatlon ln Lesotho.