Browsing by Author "Rakolobe, Kelello"

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    An African perspective on inclusive education content, conversations and policy debates
    (Springer Nature, 2023) Rakolobe, Kelello
    The tenets of an Afrocentric approach to inclusive education are not lim- ited to the demands of “what is learnt, by whom, and how quickly it is learnt, to consider questions of how the knowledge being disseminated is structured and applied particular to diverse and inclusive classrooms” (van Wyk 2014, p. 292). More so, inclusive education is the kind of education that strives to create a conducive environment free from barriers of learn- ing and coupled with availability of relevant and appropriate resources that support the inclusion of those with disabilities in the teaching and learning process (Ntombana and Mokotso 2018). This view is reiterated by Ackah- Jnr (2020, p. 171) who posits that, “having knowledge, skills and positive 6 AN AFRICAN PERSPECTIVE ON INCLUSIVE EDUCATION CONTENT… 90 attitudes towards inclusive education has been conceptualised as an indica- tion of preparedness for inclusive practice.”
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    Decolonising rural ecologies of learning and teaching
    (Springer Nature, 2023) Rakolobe, Kelello; Teise, Kevin
    n Lesotho HIV and AIDS is a national crisis with many rural citizens being either affected by or infected with HIV and AIDS. So severe is the rate of infections that HIV prevalence since 2013 has increased from 23 percent to 25 percent, making Lesotho the country with the second highest HIV and AIDS infections worldwide. Of these infections, a substantial percentage is young people. However, learners are also variously affected by the pandemic. Education is generally regarded as a significant factor in the fight against HIV and AIDS. Thus, Lesotho developed the Lesotho Education Sector HIV and AIDS Policy in 2012, which articulates the education sector’s response to the HIV and AIDS crisis. It is against this backdrop that this article reports on a study conducted to explore the realities regarding the (non)enactment of the LESHAP (2012) in particular schools in the rural areas of Lesotho. Data were generated through semi-structured interviews with various stakeholders in Lesotho education. Findings from the study suggest that the aims and objectives of the LESHAP (2012) might not be realised because of various factors which negatively impact its effective enactment. These factors include a lack of knowledge and training; a lack of school specific policies; culture; a lack of training; the absence of the policy at school; a lack of school specific HIV and AIDS policies; religious convictions; and the attitudes of teachersabout condoms. This paper concludes with recommendations aimed at enhancing the enactment of the LESHAP 2012.