INCLUSION THROUGH THE VOICES OF SCHOOL PRINCIPALS: A CAPABILITIES PERSPECTIVE

Authors

  • Motlalepula Alphonci Khumalo Faculty of Education, National University of Lesotho, Lesotho
  • Maqenehelo Letseka-Manka Faculty of Education, National University of Lesotho, Lesotho

DOI:

https://doi.org/10.46827/ejoe.v10i2.5946

Keywords:

diverse needs, education, inclusive education, capabilities perspective, mainstream education

Abstract

The government of Lesotho, through the Ministry of Education and Training, introduced the Lesotho Inclusive Education Policy (2018). The purpose of the policy is to provide quality education to learners, including those with diverse needs at all levels. This implies that schools, through the principals, are vested with the responsibility to implement the policy to ensure that all learners, irrespective of their status, receive a quality education. The study explored the principals’ perceptions of the implementation of the Lesotho Inclusive Education Policy (2018) through the lens of the capabilities perspective. The participants of the study were comprised of five purposively selected principals from the Nazareth cluster in the Maseru district. In this qualitative study, semi-structured interviews were adopted to collect data. Data was organised and analysed through the themes that were derived from the collected data. The findings of the study reflect that principals have not received any comprehensive training on what they are expected to do to implement the policy. It was further revealed that schools do not have proper infrastructural facilities that would cater for disabled students. Driven by the findings of the study, the concerned ministry is urged to engage in the dissemination of information and provide adequate support for schools to effectively implement the policy.

Author Biographies

  • Motlalepula Alphonci Khumalo, Faculty of Education, National University of Lesotho, Lesotho

    Motlalepula Alphonci Khumalo, a renowned academic, holds a PhD in Education (in progress) at the University of Johannesburg, a Master of Education in Inclusive Education from the National University of Lesotho and a Bachelor of Education with Honours in Inclusive Education from the University of South Africa. He also holds a Bachelor of Education from the National University of Lesotho in 2012 and serves as a part-time lecturer and educator for the Ministry of Education and Training. His research interests include Technology, Numeracy and Literacy, Special Education, and Inclusive Education.

    ORCID: https://orcid.org/0009-0002-3502-4726.

  • Maqenehelo Letseka-Manka, Faculty of Education, National University of Lesotho, Lesotho

    Maqenehelo Letseka-Manka holds a PhD in Policy Studies in Education obtained in 2023 at the University of the Free State. She also holds a Master of Education (2008), a Postgraduate Diploma in Education (2007) and a Bachelor of Education with Honours (2006) in Policy Studies and Governance in Education from the University of the Free State, respectively. In 2004, she completed her first degree in Education at the National University of Lesotho. She is currently employed as a part-time lecturer at the National University of Lesotho and a full-time educator at the Ministry of Education and Training. Her research interests include Educational Policy, Education Law and Pedagogy.

    ORCID: https://orcid.org/0000-0003-1967-2870.

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Published

2025-04-10

Issue

Vol. 10 No. 2 (2025)

Section

Articles

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