ARTICLES
DOI DOI: 10.38140/ijspsy.v5i3.2217

Exploring contextual challenges in implementing the Lesotho Inclusive Education Policy 2018 at an inclusive school in Lesotho

Matseliso Alice Mohoebi1, Cias Tsotetsi2, Fumane Portia Khanare3
  1. 1 Ministry of Education and Training, Lesotho
  2. 2 University of the Free State, South Africa
  3. 3 University of the Western Cape, South Africa

Abstract

The 2018 Lesotho Inclusive Education Policy (LIEP) marks the departure from the narrow focus, embracing a more expansive vision of education. The paper examines the challenges in implementing the 2018 LIEP and its implications in improving inclusive classroom practices. The paper used an interpretive paradigm and a qualitative research approach, focusing on a single inclusive school in the Leribe district, Lesotho. Nine teachers and one special education manager were pursued from a school of learners with hearing impairment and deafness. They participated in focus group discussions and semi-structured interviews. The paper employed thematic analysis to identify themes and trends from the data. The results revealed implementation challenges that include an inflexible curriculum, inappropriate instructional teaching methodologies, lack of resources and standardised assessment strategies, inadequate teacher preparedness and support, and deficiencies in policy frameworks. They showed that policy goals are overly ambitious, and their implementation is fragmented, often misaligned with the contextual realities of schools. This paper concludes that these complexities required enhancing competence in teachers’ pedagogical skills to influence curriculum modifications and availability of resources, emphasising the need for contextual reconsiderations in Lesotho.

How to Cite

Mohoebi, M. A., Tsotetsi, C. ., & Khanare, F. P. . (2025). Exploring contextual challenges in implementing the Lesotho Inclusive Education Policy 2018 at an inclusive school in Lesotho. International Journal of Studies in Psychology, 5(3), 125–131. https://doi.org/10.38140/ijspsy.v5i3.2217
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