According to the UNDP’s 2016 Human Development Report (HDR), Lesotho has a literacy rate of 79.4 percent among adults 15 years and older, with 93.4 percent of women literate and 77 percent of men. Around 23 percent of the population has at least some secondary education. The Gross Enrolment Ratio (GER) is 31 percent at pre-school level, 107 percent at primary school level, 52 percent for secondary school and 10 percent for tertiary education. At the same time, the primary school dropout rate is measured at 32.6 percent, trained primary school teachers at 76 percent and the pupil-teacher ratio stands at 33:1.
While Lesotho has worked hard to build human resources, progress has been constrained by factors such as poverty and inequality, high HIV/AIDS prevalence and other health challenges; not to mention the education and skills mismatch, reflected in high unemployment rates. Despite the country’s low ranking in the UN’s Human Development Index (160th out of 188 countries), the expected years of schooling (10.7 years) is comfortably above the sub-Saharan average (9.7 years) thanks to Lesotho’s history of high levels of investment in education.
In the past decade, Lesotho has made significant progress in terms of education, training and literacy programmes. This is in part due to improved education policy that is underpinned by participatory approaches, service delivery and good governance. However, despite a strong commitment to free primary education, there are concerns that Lesotho has focused heavily on getting the numbers into school, while paying less attention to the quality of education.
Since 2013, the Ministry of Education (MoET) has implemented various measures to address the challenge of access to and quality of primary and secondary education. These include developing early learning standards, a review of the basic education curriculum and assessment, and localising ordinary levels. In addition, the Child Friendly Schools (CFS) Initiative and a National School Feeding Policy have been implemented. Furthermore, the US $20 million Fast Track Initiative (FTI), supported by the Global Partnership for Education (GPE), has been completed.
Another obstacle is the shortage of adequate classrooms, with the provision of new classrooms having been constrained by both resources and implementation capacity. The difficult terrain and climate are contributory factors, as the logistics of undertaking civil works in remote mountainous areas are extremely challenging. Consequently, less than half the classrooms meet the required standards. Other issues relate to poor retention rates at primary and junior secondary levels, the fee policies, and lack of secondary schools in remote rural areas.
Recent achievements by the Ministry of Education include the development of the 2016-2026 Education Sector Strategic Plan, as well as curriculum reform at lower basic level (Grades 1 to 6) and development of Non-Formal Education modules for learners using the integrated curriculum textbooks at lower basic level.
Approved during 2016, the World Bank’s US $25 million Education Quality for Equality Project targets 300 of the poorest-performing primary schools and 65 junior secondary schools in rural and hard to reach mountain areas in Lesotho. In total, 84 500 students are expected to benefit from the project over a five-year period (2016-2021).
The project’s core objective is to improve basic education service delivery and student retention in targeted schools, based on three complementary components: improving the teaching and learning environment; strengthening accountability for student learning and retention; and strengthening institutional capacity. The project advances an innovative approach to empowering key role players at the school level, including school principals, teachers, school boards and local communities. A new model for teaching mathematics and science is also being piloted in some junior secondary schools.
Priorities for 2017/18
An amount of M3 billion was proposed in the 2017/18 budget for the education sector under the Ministry of Education and Training and the Ministry of Development Planning. At M2 320.1 million, Education and Training made up 17.2 percent of the recurrent budget, constituting the largest single budgetary allocation.
The bulk of this provision is earmarked for intensifying school inspections in order to support teachers and school leadership, with the aim of improving the inspection cycle in 2017/18. The MoET intends visiting all Lesotho’s 341 secondary schools and 1 478 primary schools before the end March 2018. Besides quality, inspections also focus on ensuring compliance with Government policies on school feeding, Early Childhood Care and Development (ECCD), inclusiveness of education and payment of the Government levy. Additionally, work is being undertaken to rehabilitate classrooms and construct new science laboratories.
Since 1978, Lesotho has operated a loan bursary scheme managed by the National Manpower Development Council and Secretariat to fund students at tertiary level. The design of the programme has remained static for many years, and currently faces the following challenges:
- The demand for loans outstrips the fund’s capacity, and the system perpetuates inequality as a significant number of recipients are from families who can afford to pay for tertiary education.
- Subsidy levels are so high as to exclude private sector involvement in the provision of loan bursaries, thus limiting the number of recipients to those covered by taxpayer resources.
- The fund arrangement undermines the independence of education providers as their fee adjustments must be tailored to what the fund can afford.
To address these limitations, the Loan Bursary Fund (LBF) is presently pursuing comprehensive reforms with the aim of developing appropriate policies and legislation to enhance efficiency and effectiveness in the administration of the fund.
THE EDUCATION SYSTEM
Lesotho’s formal education system consists of different levels, with three years of pre-school education inclusive of one year in the reception class (Grade R). Primary schooling – which is free – lasts for seven years, and comprises Grades 1 to 4 (Lower Primary) and Grades 5 to 7 (Upper Primary), with the Primary School Leaving Examination (PSLE) taken at the end of Grade 7. Secondary school covers five years, made up of three years of Junior Secondary School (Grades 8 to 10), with the Junior Certificate (JC) examination taken at the end of Grade 10, and two years of High School (Grades 11 and 12) which culminate in the external Cambridge Overseas School Certificate (COSC) examination. The duration of tertiary education is a minimum of one year, depending on the type of programme (certificate, diploma or degree). There is also Non-Formal Education (NFE) that cuts across primary, secondary and tertiary.
The Lesotho College of Education (LCE) partners with the National University of Lesotho to provide basic pre-service teacher education for teaching in primary and secondary schools. The LCE also provides in-service, part-time and distance teacher education to enable unqualified and under-qualified school teachers to achieve diploma-level qualifications. School and technical education examinations are managed by the Examination Council of Lesotho, together with the Technical and Vocational Education and Training Commission.
There is a growing recognition of the importance of Early Childhood Care and Development (ECCD), and advocacy efforts in this regard have been intensified through UNICEF, civil society organisations, faith-based organisations and individuals. Locally generated evidence from biannual National Assessment Surveys indicates that ECCD is able to improve learning outcomes in primary schools.
The Early Childhood Development unit established under the MoET coordinates all ECCD activities and endeavours to increase access to ECCD, standardise the training of teachers and attach the ECCD programme to pre-existing primary schools. ECCD in Lesotho presently takes three forms:
- Community-run pre-schools offer home-based care for disadvantaged children aged three to five years, who are taken care of by unpaid volunteers. The same national curriculum is used and no fees are paid
- Centre-based approach for children aged three to five years through mostly privately-owned ECCD centres, where both fees and teachers are paid.
- Reception Classes for five-year-olds where children are prepared for entry into primary school. No fees are paid and teachers are paid by government.
Lesotho’s Integrated Early Childhood Care and Development (IECCD) Policy aims to provide all Basotho children and their parents or guardians with equitable access to comprehensive, continuous, culturally appropriate, high-quality, participatory and sustainable IECCD services from preconception to five years of age to ensure children will be healthy and well nourished, achieve their potential in all developmental areas, be ready for school, and become productive citizens.
The IECCD Strategy (2013/14-2017/18) centres on eight priorities areas which aim to:
- Improve and expand preconception, antenatal and neonatal services for mothers, fathers and infants
- Develop IECCD centres and services, with priority given to children from 0 to 3 years and their parents to ensure holistic child development
- Ensure vulnerable children with developmental delays, malnutrition, HIV and AIDS or disabilities receive early childhood intervention services
- Improve and expand pre-school services (including home-based and reception year services) for children 3 to 5 years, and improve transition from home and pre-school to primary school
- Promote the rights and protection of children and parents, especially for children in difficult circumstances
- Expand and improve the system for pre- and in-service training for all IECCD services
- Design and implement a structure and plan for policy monitoring, evaluation, action research and follow-up planning
- Develop and implement annual plans for policy advocacy and social communications
In 2015, there were 53 530 children aged two to five years enrolled in 2 204 ECCD facilities, comprising reception classes, centre-based and home-based facilities. In order to address the limited absorption capacity of the LCE to enrol more trainees, the MoET offers in-service training to teachers using its area resource teachers’ structure with a UNICEF-supported curriculum and other learning materials.
Key priorities for 2017 were to finalise early learning and development standards (to conduct age validation) so that a review of the ECCD curriculum could be started, as well as to conduct in-service training for about 200 ECCD teachers on child development and related issues following the ECE curriculum.
Universal access to primary education has been supported by various measures, such as the school feeding programmes, child grants, construction of schools to reduce walking distance, the provision of learning materials and integration of children with special educational needs into primary schools. Whereas previously the majority of schools in the country belonged to churches, the MoET has taken over increased responsibility for primary education, and is responsible for the payment of teachers and provision of financial support for most registered schools belonging to churches, the community and Government itself.
As of 2017, there were 1 478 primary schools in Lesotho. Physical access to schools in the mountainous and remote areas is a major challenge, particularly for children from food insecure households. Government has been building schools in remote areas to reduce long walking distances. These new schools are better equipped with facilities and teaching staff, which leaves old schools with few children and accounts for the decline in the number of schools in the past decade. One of the priorities for 2017 was to train 245 primary school teachers on Child Friendly Schools Standards and 300 on the new integrated curriculum.
Owing to the universal free education policy and school feeding programmes, the Net Enrolment Ratio (NER) in primary education has gone up over the years. According to the Education Statistical Report (ESR), the NER in primary schools was 75.8 (74.4 boys, 77.2 girls) in 2015, with a gender parity index of 0.98. The cohort survival rate was 72 percent in 2015, having increased from 61 percent in 2008. Repetition rates at primary level have decreased, to 8.6 percent (male 9.5, female 7.1) from 19.4 percent in 2012. A total of 26 percent (94 333) of all children enrolled (361 637) in primary schools in 2015 were orphaned, while 5.2 percent of all enrolled children had a form of disability – a decrease from 5.4 percent in 2014.
The number of registered secondary schools increased to 341 in 2017. Public secondary schools constituted 98 percent of these schools, while private schools made up 2 percent. As many teachers resist teaching in remote rural areas, schools in the urban areas or lowlands tend to be overcrowded.
M15 million was set aside for the construction of secondary schools in the 2017/18 budget.
According to the ESR, there were 128 701 learners enrolled in secondary education in 2015 (55 095 boys and 73 606 girls). The NER was 38.7, while the gender parity index was 1.6. At the same time, 39 percent of learners enrolled in secondary school were orphans, and 6.4 percent had some form of disability.
While there is almost gender parity at the primary school level, at secondary level considerably more girls than boys are enrolled (a NER of 47.3 for girls against 30.4 for boys in 2015). While boys drop out of school to herd cattle, girls drop out to provide child labour to households. This can be attributed to sociocultural norms and practices, as well as economic and social factors such as poverty, distance from school, the impact of HIV, teenage pregnancies, child marriages and the lack of sanitary material.
Although more females than males are enrolled in university education in Lesotho, this has not translated into changes in socio-cultural norms and practices. Studies have shown that girls’ course selection and performance at secondary schools were influenced by the persistence of traditional gender roles and cultural norms. For example, the perception that boys are good at mathematics, science and technology while girls are good at languages and home economics is widespread among teachers, parents and, consequently, male and female students. In addition, teachers and principals are often not gender sensitive in their attitude, behaviour and teaching practices, which negatively influences the opportunities of girls’ access to, retention in, and completion of secondary education.
The Child Grants Programme (CGP) is a non-conditional social cash transfer for poor and vulnerable households with the objective of improving the living standards of Orphans and Vulnerable Children (OVCs) as well as reducing malnutrition, improving health status and increasing school enrolment. As a result of the CGP, there have been significant reductions in children’s morbidity rate and school dropouts, along with an increase in birth registration and school enrolment. The CPG has also contributed to lessening vulnerabilities at community level, particularly in situations where children from poor households often have to drop out of school and are forced to seek employment in an effort to help families survive.
National School Meals Programme
The World Food Programme (WFP) supports the Lesotho Government in providing two free meals a day to pupils in schools located in the remote and economically-disadvantaged highland and mountainous regions of the country. School meals provide a powerful incentive for parents to keep their children in school, while the food also improves their health and gives them the energy they need to concentrate on their lessons.
Through the National School Meals Programme, which is fully funded by the Government, WFP presently provides 189 511 children in 921 primary schools with morning porridge and a lunch meal of maize with either beans or peas. The meals provide micronutrients and improve the learning environment, increasing enrolment and attendance and reducing dropout rates. In the aftermath of the El Niño-induced drought, the meals serve as an effective safety net for children from food insecure families. WFP also supports the Government’s education strategy of free and compulsory primary education.
All public schools have a school feeding programme where children who are orphaned and/or vulnerable receive two meals per day.
‘Mamohato Children’s Centre
Opened in November 2015, the ‘Mamohato Children’s Centre at Thaba Bosiu aims to provide vulnerable children affected by HIV/AIDS with the best care and support available. The facility is an initiative of the Sentebale charity, which was co-founded by Britain’s Prince Harry and Lesotho’s Prince Seeiso in 2006. Activities held at the centre include: hearing assessments for children with hearing disabilities; workshops and training for community-run organisations caring for vulnerable children; and youth education and life skills workshops. The centre is also hosting weeklong residential camps which aim to ensure that all 10-19 year olds living with HIV access and adhere to their treatment, feel supported in school, at home and in the community, and are able to lead healthy and productive lives.
NON-FORMAL & SPECIAL EDUCATION
Non-formal education (NFE) is essential for all those that have been excluded from the formal schooling system. In Lesotho, there is some provision for adults and out-of-school youth to receive education that is equivalent to Standards 1-10, most of which takes place through skills development centres. Generally community centres rather than government institutions, these NGOs rely largely on sponsorship from donor agencies. There are presently no benchmarks for NFE provision.
The Government budget for NFE (literacy and adult basic education) is mainly channelled through the Lesotho Distance Teaching Centre (LDTC), which comprises two main divisions. The Basic Education Unit is for those wishing to acquire reading, writing and simple arithmetic skills as well as life skills, and offers a free Literacy Programme. The Continuing Education Unit provide courses to out-of-school candidates at JC and non-formal COSC levels. The Institute of Extra-Mural Studies (IEMS) in the National University of Lesotho also provides a range of courses.
Umbrella bodies currently helping to coordinate the sector include:
- The Lesotho Council of NGOs (LCN)
- Lesotho Association for Non-Formal Education (LANFE)
- Lesotho Youth Federation
- Lesotho Cooperative Credit Union League (LCCUL)
- Lesotho National Federation of Organisations of the Disabled (LNFOD)
LANFE provides literacy education as well as vocational skills and training to herd boys, other OVCs and their families, training of trainers in literacy and small business management, and empowerment of villagers in development and poverty reduction.
Established in 1991, LNFOD provides support for disabled peoples’ organisations, empowering their members with life-skills, financial and material resources, and representing their needs to Government, development partners and society at large. Its membership consists of the Lesotho National Association of Physically Disabled (LNAPD), Intellectual Disability Association of Lesotho (IDAL), Lesotho National League of the Visually Impaired Persons (LNLVIP) and National Association of the Deaf in Lesotho (NADL).
In 2017 the focus was on training 400 non-formal education teachers on effective teaching of functional literacy and numeracy, vocational practical skills and psycho-social life skills.
TECHNICAL & VOCATIONAL TRAINING
Technical and Vocational Education Training (TVET) involves occupation and employment-based education, designed to prepare learners for specific trades, crafts and careers, largely through practical learning and relevant theory to equip them to be competent to perform in their respective occupations in the labour market. Institutions offer a range of study fields from agriculture, basic handicrafts, home economics, hospitality, construction and engineering, to business, management and IT.
TVET institutions are either publicly or privately owned formal schools, centres or institutions that offer informal, traditional apprenticeship and/or non-formal semi-structured training. Students who emerge from these institutions are awarded national or international certificates.
TVET falls under the Department of Technical and Vocational Training (TVD) of the MoET. The TVD accredits TVET institutions, regulates their curricula, and inspects and assesses them through trade tests. It sets out to improve the quality of education and training through curriculum development; inspection and assessment; accreditation of programmes and institutions; administration of trade tests to determine skills proficiency; support in terms of provision of workshops and equipment, training of staff at TVET institutions and schools; and continual assessment of skills needs. The MoET has recently upgraded two TVET institutions, namely Lerotholi Polytechnic and the Lesotho College of Education (LCE).
HIGHER LEVEL EDUCATION
The Council on Higher Education (CHE) promotes quality in higher education in Lesotho and ensures that all such institutions adhere to set standards and produce high calibre graduates who can contribute positively towards socioeconomic development. CHE regulates Higher Education Institutions (HEIs) offering academic qualifications higher than COSC/LGCSE or equivalent, as opposed to technical and vocational training programmes.
According to CHE’s latest report on HEIs in Lesotho, in 2016/17 there were 15 tertiary education institutions in the country. Private institutions comprise the Paray School of Nursing (PSN), Roma College of Nursing (RSN), Scott Hospital School of Nursing, Limkokwing University of Creative Technology (LUCT), Maluti Adventist College (MAC), Lesotho Boston Health Alliance (LeBOHA), and Botho University (BU). The eight public institutions are the Centre for Accounting Studies (CAS), Institute of Development Management (IDM), Lesotho Agricultural College (LAC), Lesotho College of Education (LCE), Lesotho Institute of Public Administration and Management (LIPAM), Lerotholi Polytechnic (LP), National Health Training College (NHTC), and the National University of Lesotho (NUL).
Lerotholi Polytechnic began as a technical and vocational school over a century ago, and has transformed itself into an independent institution that provides quality TVET for the needs of Lesotho. The Polytechnic offers education and training programmes of between one and three years in its four schools, which comprise the School of the Built Environment (SOBE); School of Enterprise and Management (SEM); School of Engineering and Technology (SET) and School of Continuing Education (SOCE).
A total of 537 students graduated from 21 programmes offered by Lerotholi Polytechnic in September 2017. The institution is in the process of developing a strategic plan to improve programmes offered and thus the quality of graduates produced.
Government is currently focused on skills development, which requires reforming basic, secondary and TVET education curricula and introducing new market-oriented curricula at Higher Education Institutions.
The mission of the Lesotho Institute of Accountants (LIA) is to develop, enhance and effectively regulate the accounting profession in Lesotho through the provision of internationally recognised education and training programmes, and it offers a range of technical services to support members. LIA’s mandate involves:
- Determining the qualifications of persons for admission as members
- Providing for training, education and examination by the institute or any other body of persons practising or intending to practice the profession of accountancy
- Setting the standards and rules governing the practice and ensuring that compliance with these is maintained
The Centre for Accounting Studies (CAS) was established in 1979 through a memorandum of understanding between the governments of Lesotho and Ireland in order to strengthen the accountancy profession in Lesotho, and provides tuition leading to the attainment of professional accounting qualifications in both the public and private sectors. LIA’s partnership with the Association of Chartered Certified Accountants (ACCA) enables it to offer the following internationally recognised qualifications: Technician Accountant, General Accountant and Chartered Accountant.
Since 2007, CAS has partnered with Government to provide training to accountants in the public sector, and offers international qualification in public finance and accountancy under the umbrella of the Chartered Institute of Public Finance and Accountancy (CIPFA). Graduates under this programme are accountants specialising in public financial management and reporting.
In 2013 CAS introduced a programme to train management accountants under the auspices of the Chartered Institute of Management Accountants (CIMA). Following accreditation by CHE in 2016, the programme was relaunched with support from the National Manpower Development Secretariat (NMDS). Demand for the programme is growing since CIMA graduates are fully recognised by the South African Institute of Chartered Accountants (SAICA).
Furthermore, as global trends move towards localisation while maintaining global affiliation and quality standards, LIA has developed the Lesotho Professional Accountancy Programme (LEPAP) for both the public and private sectors with the support of the World Bank. The programme is being implemented with funding from the European Union, with CAS operating as LIA’s strategic partner.
CAS aims to transform itself into a Business School of repute both locally and regionally, with a number of degree programmes in specialised areas having been lined up for introduction in the next few years. Complementing this agenda, CAS has a growing Business Development Unit (BDU) which provides short courses, consultancies and research tasks in the fields of governance, leadership, management, strategy, entrepreneurship, accounting, finance and business law.
Established on 8 April 1945, the National University of Lesotho (NUL) has over the years produced a number of renowned alumni who have served as corporate, social and political leaders both locally and internationally. While its main campus is situated at Roma, 34 kilometres southeast of Maseru, NUL has a physical presence in four districts with five campuses in total, and boasts a student population of approximately 10 000. Communication and sharing of information is enhanced via an Intranet system named THUTO, a website and social media platforms, and the expansion of Wi-Fi networks. Some 2 235 students were awarded with degrees and diplomas at NUL’s 42nd graduation ceremony in October 2017.
NUL maintains a strong link with communities to improve livelihoods even in rural areas. The university works closely with Government, civil society and the private sector to assist with policy development and research to guide the development of the country in all spheres. Furthermore, NUL is strengthening existing partnerships with various stakeholders and University Alumni to advance research and academic programmes, provide a foundation for the future, and attract funders to sponsor programmes and facilities.
Central to the NUL Strategic Plan of 2015-2020 is the growth of academic programmes and student enrolment (from the current 10 000 to 18 000 by 2020), including on-campus student accommodation for not less than 50 percent of students. Other areas of focus include the upgrading and refurbishment of university premises, expansion of freely-accessible Wi-Fi, the furnishing of computer laboratories at the Roma and Maseru campuses, adoption of new technologies in teaching and research, and commercialisation of research interventions.
As of August 2017, the Institute of Extra Mural Studies (IEMS) offers all first year programmes by the Open and Distance Learning (ODL) mode of delivery. An ODL policy has been developed to assist in guiding NUL in this new offering, and relevant self-instructional materials have been developed for learners.
The distance education system is a highly cost effective solution to accommodate the growing demand for higher education and to achieve the objectives of ‘Education for all’ with parity in standards between conventional and distance education.
There are a number of initiatives underway with input from various stakeholders, with the Annual Science and Technology Innovation Expo exhibiting innovative projects by NUL staff and students. The Expo in January 2018 is showcasing between 200 and 300 products ready to be commercialised and make a positive impact on the national economy.
NUL has also established an Energy Research Centre (ERC), which is an all-inclusive centre for low-carbon research work (solar, wind, hydro, bio-energy), social engineering (energy policy, economics, finance & project management, climate change & environment, energy & gender), capacity building, consultancy and outreach programmes. It has multi-disciplinary scientists from diverse backgrounds working collaboratively towards achieving clean power generation, efficient use of energy and access to clean energy for all households. It will help in developing Lesotho’s human resource capacity by offering sustainable energy short courses as well as an MSc in Sustainable Energy, as of January 2018.
The Lesotho Agricultural College (LAC) was established in 1964 and merged with the Faculty of Agriculture at the NUL in 2000. With two campuses, one at Maseru and the other 100 kilometres north of the capital, the college trains extension staff at certificate level (two years) or diploma level (three years) in areas such as agriculture, agricultural mechanisation, home economics, forestry and natural resources management. A Diploma in Agricultural Education is offered jointly by LAC and NUL. NUL offers a four-year Bachelor of Science in Agriculture degree, a two-year Master of Science in Agriculture degree, and PhD degrees in the areas of Soil Science, Crop Science, Animal Science and Agricultural Economics and Extension.
With its main campus in Malaysia, Limkokwing University of Creative Technology (LUCT) is a private international university boasting a presence across three continents. In excess of 30 000 students from more than 150 countries study in its 12 campuses in Botswana, Cambodia, China, Indonesia, Lesotho, Malaysia, Swaziland, United Kingdom and Sierra Leone, to mention but a few. The Lesotho campus of LUCT was launched on 15 October 2008 and is located in Maseru. The occasion marked the first entry of a Malaysian university into Lesotho and the establishment of Limkokwing’s second campus in Africa.
LUCT Lesotho offers transformational curricula under the TVET model, enabling students to get the best academic qualifications as well as experience a variety of activities that will develop their talents through industry-related projects as well as extra-curricular involvement. Harnessing the potential of smart technology to help students gain a global perspective, LUCT focuses on empowering graduates with cutting-edge skills to tap into new opportunities and fuel the creative industries. Limkokwing is recognised by a leading UK accreditation body which recently conferred the accolade of ‘Global TVET Model University’ upon the university.
LUCT held its seventh graduation ceremony on 28 September 2017, with 791 graduands receiving honours and associate degrees. These came from the faculties of Communication Media, Broadcasting (155); Business Management, Globalisation (290); Information and Communication Technology (74); Design, Innovation (71); Creativity in Tourism and Hospitality (171); and Architecture and the Built Environment (30).
The university’s industry-centric portfolio of programmes is beginning to shape, develop and transform the national business environment in Lesotho through a number of significant collaborations. As a strategic partner of the Government of Lesotho, and particularly the MoET, LUCT has over the past nine years worked to create a new tertiary education landscape for the country. The campus has grown to a community of around 3 250 students, and had by the end of 2017 produced some 5 590 graduates.
The Limkokwing Entrepreneurship Acceleration Platform (LEAP) is designed to accelerate entrepreneurial growth among graduates, with students learning skills such as entrepreneurship, business innovation, strategic and innovative thinking, leadership, teamwork and hands-on creative skills.