From test scores to real change
National learning assessments driving classroom transformation in Lesotho
At Matlapeng Primary School in Mafeteng, 302 learners move through the familiar rhythm of a school day. In Grade 6, 27 children – 13 boys and 14 girls – gather around their classroom tables, books and mathematical instruments at the ready. As lessons begin, the same three children eagerly raise their hands to volunteer to solve problems at the board, confident in front of their classmates. Others avoid the teacher’s gaze, clutching their books or pencils nervously, quietly working through the exercises at their desks. Mr. Reitsemang Liahelo has seen this many times before – some children thriving, others quietly slipping behind. For him, this everyday scene is full of promise, yet it carries a persistent question: Am I truly reaching every child, helping them master the skills they need to succeed in literacy, mathematics, and beyond?
Across Lesotho, thousands of teachers face the same challenge. Many learners advance through grades without fully mastering foundational skills in reading and mathematics. National data highlights persistent gaps, particularly in rural schools and among disadvantaged learners. The 2023 Lesotho National Assessment of Educational Progress (LNAEP) revealed that fewer than half of learners in Grades 4 and 6 were meeting expected literacy and numeracy standards. Without detailed, actionable evidence, it was difficult for teachers, school leaders, and policymakers to know where to focus support.
The LNAEP, administered by the Examinations Council of Lesotho (ECoL) with support from UNICEF through the Global Partnership for Education System Capacity Grant, is helping to fill this gap. These assessments provide a clear picture of learner performance across the country, offering insights not just at the national and district levels, but directly into classrooms. Beyond test scores, the assessments explore children’s home environments, access to books, and support systems – shedding light on social and economic factors that shape learning. “This kind of information is powerful,” says Mr. Liahelo. “It reminds us that learning is not only about what happens in the classroom, but also about the life a child is living at home.”
When Matlapeng Primary participated in the 2023 assessment, the results provided skill-specific feedback for each learner. Mr. Liahelo discovered patterns he hadn’t noticed before. While many students could perform basic number operations, they struggled to apply the same skills to word problems. Similarly, learners who could decode words often had difficulty understanding the meaning of what they read.
Armed with this evidence, Mr. Liahelo began reshaping his teaching. Daily reading circles encourage learners to take turns reading aloud and discussing stories, strengthening comprehension. In mathematics, group problem-solving allowed children to explain their reasoning to each other, boosting both understanding and confidence. At the same time, he engaged parents more directly. “During meetings, I can now point to exact areas like reading comprehension, showing parents how they can support their child at home,” he explains.
The impact was visible. Learners who had once avoided reading aloud now volunteered confidently. One previously shy student, who rarely spoke in class, now reads with pride – a small but powerful signal of change.
The LNAEP assessments are creating ripple effects across the education system. Teachers receive targeted data to inform lesson planning. Parents gain practical ways to support learning at home. Learners grow in confidence through focused, evidence-based interventions. And the Ministry of Education and Training (MoET) has a clearer view of where the system is working and where additional support is needed. By including information about children’s social backgrounds, the assessments help schools and the MoET understand challenges outside the classroom, enabling more holistic support for those who need it most.
For Mr. Liahelo, the future is full of promise. He envisions classrooms where every child is seen, supported, and able to progress with confidence.
“These assessments don’t just measure learning; they guide us to focus on areas that need the most attention. If we use them well, no child will be left behind,” he says.
With stronger evidence and improved teaching strategies, that vision is not just a hope – it is becoming a reality, one learner at a time, at Matlapeng Primary and across Lesotho.
