By Kefuoe Phate
As the number of young graduates continues to grow, the unemployment crisis in Lesotho is intensifying, prompting concerns that the country’s education system no longer aligns with market demands.
The disconnection between academic programs and the evolving labor market is seen as a major contributing factor to this alarming trend, with many recent graduates struggling to find employment in both the public and private sectors.
With limited job opportunities, the frustration of youth is mounting. Experts now fear long-term social and economic consequences if the issue is not addressed. This concern has been amplified by the rise of the #Bachashutdown movement, which advocates for urgent reforms in the education sector.
In an interview, Mr. Tumelo Moteuli, a representative of Earth Care Alliance and an active supporter of #Bachashutdown, expressed his concerns about the inadequacies of Lesotho’s education system. Moteuli emphasised that the curriculum offered by higher education institutions is outdated and no longer equips graduates with the skills necessary to thrive in today’s dynamic work environment.
“The courses that are currently offered in tertiary institutions no longer serve the purpose they once did. The Ministry of Education and Training (MoET) must urgently review the entire education system, starting from the primary level,” Moteuli said.
Moteuli, who is also a graduate highlighted the rapid pace of global change and the increasing role of technology in the workplace, underscoring the skills gap in the Basotho workforce. “Today’s workplaces are dominated by the use of technology, but most people are unprepared because these skills are not adequately taught neither in tertiary institutions nor in primary schools,” he added.
Moteuli’s concerns are echoed by many, with critics pointing out that the current curriculum focuses heavily on theory while neglecting practical, in-demand skills such as digital literacy, entrepreneurship, and critical thinking. This gap has left graduates ill-prepared for the realities of the modern job market, which is increasingly driven by innovation, adaptability, and specialised technical skills.
Moteuli believes that one of the most urgent tasks for the government is to integrate more technical and vocational education (TVET) into the curriculum, starting from primary education and continuing through tertiary levels.
This would ensure that students are equipped with practical skills that can lead to entrepreneurship and self-employment, as well as jobs in emerging industries such as green energy, software development, and digital marketing.
The debate around educational reform in Lesotho is not new, but the rising number of unemployed graduates has brought it to the forefront once again. Critics argue that the curriculum has remained stagnant for decades, despite rapid advancements in technology and shifts in global economic trends.
According to the 2023 report by the Bureau of Statistics, Lesotho’s unemployment rate among youth stands at nearly 34%, a figure that is expected to rise if the education system is not reformed. The report points to a mismatch between the skills taught in schools and the demands of the labour market, especially in fields such as information technology, engineering, and healthcare.
Mr. ‘Moko Nku, a Mathematics and Science Teacher at Thetsane High School raised concerns about the country’s educational syllabus, highlighting the need for an extensive review, starting from the primary level.
He mentioned that the current curriculum is outdated and limits students’ opportunities to apply directly to international institutions after completing Lesotho General Certificate of Secondary Education (LGCSE). Many students are forced to take bridging courses before pursuing studies abroad.
The Teacher emphasised the importance of aligning the primary, secondary, and tertiary syllabuses in a more cohesive manner. He acknowledged that the introduction of the Integrated Curriculum for primary schools was a positive step in nurturing talents from a young age.
However, he urged MoET to extend this curriculum to secondary and high schools and to review existing courses at the tertiary level to meet today’s market demands.
He also praised institutions such as Sophia International School and Maseru Private Academy (MPA) and National University of Lesotho International School (NULIS) amongst others, which offer the International General Certificate of Secondary Education (IGCSE).
Students with these qualifications can pursue studies globally without difficulties and are better equipped with the skills required in modern industries.
Moreover, One of the Senators, ‘Mawinnie Kanetsi once moved a motion in the Senate urging the government, through MoET in collaboration with other stakeholders, to review the educational curriculum with a focus on vocational schools.
She said the reason to put focus on vocational schools is to respond to the alarming rate of unemployment among graduates, having realised that the current educational system in Lesotho is outdated and no longer aligns with the demands of the labour market, resulting in graduates who are job seekers rather than job creators.
Senator Kanetsi pointed out that many young Basotho with skills from vocational schools are overlooked due to a lack of certification, which prevents them from qualifying for jobs, particularly in large projects like Polihali, which requires certified carpenters, electricians, and other skilled labour.
She also criticised the National Manpower Development Secretariat (NMDS) for not providing sponsorships for vocational training, despite its critical role in skills development and employability.
She advised the government to prioritise the upgrading of vocational training, stating, “In today’s competitive job market, there is a noticeable disparity between the number of job openings and the skills possessed by potential candidates.
In the same tone, another Senator, Dr. Thabiso Lebese expressed frustration over the high unemployment rate among young people, questioning the relevance of NMDS sponsorships for courses that no longer meet the needs of the modern job market.
He specifically cited Philosophy, Theology, Development Studies, History, and Bachelor of Arts programs as examples of outdated courses that ought to be replaced by vocational training.
The Minister in this regard, Professor (Prof) Ntoi Rapapa has highlighted and acknowledged the necessity of updating Lesotho’s curriculum to align with current market demands, noting that many of today’s challenges can only be effectively addressed through advanced skills development.
Prof. Rapapa stated that to address some of these challenges, the ministry has approved the launch of new degree programmes at Lerotholi Polytechnic (LP), popularly known as Fokothi, saying these courses are aimed at addressing the economic, social, and cultural challenges facing Lesotho.
The new degrees include a Bachelor of Engineering Technology in Computer Engineering, a Bachelor of Engineering in Power Systems, a Bachelor of Engineering Technology in Electronics and Telecommunications, and a Bachelor of Engineering in Irrigation and Drainage.
The Minister further noted that National University of Lesotho (NUL) also introduced new programmes, Master of Commerce in Business Management, Post-graduate Diploma in Project Management, pension Law amongst others which are more relevant with today’s demand.
Furthermore, Prof. Rapapa announced that to strengthen Lesotho’s agricultural sector as one of the key economic drivers, the government’s focus is now on reviving the Lesotho Agricultural College (LAC), the country’s sole tertiary institution offering specialised training in agriculture.
He said this initiative aims to modernise agricultural education and provide the necessary skills to young people in order to respond to unemployment and to enhance food security, productivity, and rural development in Lesotho.
LAC, established to address the need for skilled professionals in various agricultural fields, has faced challenges over the years, including outdated infrastructure and insufficient resources. The revival plan is expected to involve upgrading facilities, curriculum reform, and partnerships with international agricultural institutions.
Meanwhile, in a related discussion on Lesotho’s ongoing national reforms, Mr. Nkoale Oetsi Tsóana, one of the key participants in the process, revealed that the current reforms do not explicitly address educational reform. Speaking to the Agency, Tsóana explained that while education is mentioned as a cross-cutting issue, it is not one of the seven key thematic areas prioritised in the national reforms. He clarified that education remains a parallel concern, and its reform is not currently a direct focus within the broader agenda.
The seven thematic areas in Lesotho’s reforms include governance, judiciary, security, economy, environment, media, and human rights. However, there are calls from various sectors to address education more comprehensively, especially considering the need for an updated education system that can respond to the country’s socioeconomic demands.
As pressure mounts for reform, the government has hinted at potential policy changes. However, no concrete measures have yet been taken to overhaul the curriculum.
There are calls for stronger collaboration between the education sector and industry leaders to ensure that the training provided aligns with the skills needed in the workforce.
For now, young graduates are left in limbo, uncertain of their future in a job market that seems increasingly out of reach. Without swift and strategic interventions, Lesotho risks facing a “lost generation” of educated but unemployable youth, a crisis that could have far-reaching consequences for the nation’s economy and social stability.
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