The primary concern of the study is gender disparity in Lesotho primary schools. The main reason for looking at the gender disparity is to determine its nature of (boys in relation to girls, and men with women) in the primary school system. Considering the issue in question, some gender studies such as Mosetse, (2006) and Morojele, (2011) have concluded that there are more women than men in Lesotho. Specifically, Mosetse, (2006:25) has indicated that “women in Lesotho constitute more than 50% of the entire population of the country.”
Based on this conclusion, an underlying assumption could be drawn that even in the primary schools; women teachers are more than men teachers as well as girl pupils are more than boy pupils. Lefoka (2007: 212) indicates that even though women are in the majority in Lesotho in the education sector, “but they do not participate equally with men in the decision making levels since they are considered as minors due to the paternal lineage”. However, it is emphasized that gender disparity mainstreaming women in Lesotho is the “ideological framework that reigns in the Basotho culture” (UNDP report, undated) where men have more powers in decision making and control of family activities. It is equally the same in the education sector that even though women are more than men, men are at the top in decision – making. It is, therefore, against this background that this study tries to explore the actual nature of gender disparity and its effects in the school system using primary school teachers as respondents.
Malimpho E. Seotsanyana, Retselisitsoe Matheolane