Agenda 2030 Progress on Inclusive Education in Lesotho

Abstract

Many students drop out of primary school, and those who finish are less prepared to live independently because of limited education outcomes and little academic preparation to help them succeed in life in Lesotho. The adjunct of COVID-19 added to these challenges but also showed possibilities for future inclusion in Lesotho. This chapter refers to the Kingdom of Lesotho Voluntary National Review on implementing the 2030 Agenda Report to discuss progress made on inclusive education in Lesotho. The chapter also explores barriers to inclusion, disparities affecting inclusion and equity, and future considerations to address challenges and enhance inclusion practices.

Citation

Morai, M.J. (2023), "Agenda 2030 Progress on Inclusive Education in Lesotho", Lane, D., Catania, N. and Semon, S. (Ed.) Progress Toward Agenda 2030 (International Perspectives on Inclusive Education, Vol. 21), Emerald Publishing Limited, Leeds, pp. 93-104. https://doi.org/10.1108/S1479-363620230000021007