Upskilling in Lesotho

Lesotho has no single institution responsible for all continuing education and upskilling. The system is fragmented across public bodies, universities, training providers, employers, NGOs, community organisations and churches. Formal learning follows an approved qualification or certification path. Non-formal learning includes organised courses outside the main formal system, while informal learning develops through work, practice and other experience. The Ministry of Education and Training (MoET) coordinates several relevant functions. Its Non-Formal Education Department and Inspectorate register, inspect and coordinate non-formal education institutions and programmes. The Lesotho Distance Teaching Centre (LDTC) supports non-formal and distance learning, while the Technical and Vocational Education and Training Department covers technical and vocational provision. The Council on Higher Education (CHE) deals with higher-education quality and the Lesotho Qualifications Framework (LQF). Other providers include the National University of Lesotho's Institute of Extra-Mural Studies (IEMS), line ministries, private companies, NGOs and community or church providers. IEMS offers short non-credit courses and university-level credit programmes through distance and part-time formats. Its activities can include short courses, study clubs, public lectures, radio programmes and community outreach. These formats support people who work, run businesses or cannot attend full-time. Non-formal education also covers literacy, numeracy, life skills, community education, business skills, technical and vocational skills, and professional or managerial development. The LQF is Lesotho's national framework for organising qualifications across general, technical and vocational, academic and professional tracks. Cabinet approved it in 2019, and it contains 10 levels. One LQF credit represents 10 notional learning hours. A professional development award, or PDA, records focused continuing professional development through a short course or targeted programme. A part-qualification is an assessed unit, module or course that can form part of a larger qualification. Recognition of prior learning can connect work experience and earlier formal, non-formal or informal learning with credit, placement or a qualification. Recognition of Current Competence (RCC) and related credit-accumulation processes are intended to support lifelong learning. A portfolio may provide evidence of skills and experience. The national breadth of implementation is not yet confirmed, so the provider must explain whether it accepts RPL, RCC or other assessment evidence. Micro-credentials are being developed through a CHE and MoET framework. The framework supports short credentials that can stand alone or build towards further learning and can connect to the LQF. The framework was validated on 31 August 2026, but approval and national rollout were still outstanding at the research date. A provider should therefore state whether a micro-credential is approved, credit-bearing, stackable or only an internal certificate. Professional development differs by occupation. A national teacher-CPD framework was being coordinated in 2026, with links to skills recognition, Teaching Council licence renewal and compliance with teaching standards. No general cross-sector legal duty for CPD was established in the available evidence. Public officers have a training and development entitlement under the Public Service Regulations 2008. Training may be short-term, long-term, on the job, in-house, by attachment or part-time. Long-term study leave requires at least 12 months of probation followed by confirmation and prior approvals; a bonding requirement may apply. In-service training of less than six months does not require bonding under the cited rule. Admission is usually programme-specific rather than governed by one national application procedure. Ask the provider about entry education, work experience, assessment, attendance, delivery mode, language, examination and the document issued at completion. Fees are also provider- and programme-specific. Lesotho has no confirmed national tariff or general individual funding scheme for continuing education in the available evidence. Duration varies widely; a country study describes micro-credentials as lasting from a few weeks up to two years. Non-formal education institutions and programmes must be registered with the NFE Department. Registration concerns matters such as facilities, mandate, curriculum, duration and monitoring. Draft 2025 guidelines addressed NFE schools and learning posts, but draft status does not itself prove a final national requirement. Technical and vocational institutions follow an accreditation process that was reported at M1,000 and approximately four months, subject to evidence such as location, target group and entry requirements, curriculum, delivery mode, LQF certification level, staff CVs and proof of funds. A 2018 official education report recorded 400 NFE learning posts or centres, including 16 continuing-education posts. The report listed six in Maseru, two in Berea and one in each of the other districts, but these historical figures do not establish current capacity. Current availability, schedules, fees and certificates must be confirmed directly with the relevant provider.