Knowledge Resource · Open access
Research Summary: Collaboration as an effective tool for the implementation of the Lesotho inclusive education policy 2018: opportunities and challenges
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 25 September 2026
- Last updated
- 8 November 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
The implementation of Lesotho's Inclusive Education Policy 2018 is a complex undertaking, necessitating a collaborative approach among various stakeholders. A study exploring this policy's operational effectiveness, particularly concerning Learners with Special Education Needs (LSEN), suggests that collaboration is crucial. The research aims to understand how collaboration supports LSEN education from teachers' perspectives, identifying both opportunities and challenges to improve policy implementation.
Why it matters
Effective implementation of inclusive education policies is vital for ensuring equitable access to education and maximizing human potential within any jurisdiction. Collaboration across diverse role players is identified as a critical success factor for translating policy intent into practical outcomes, which can inform broader strategies for policy execution in complex domains.
Key insights
- The Lesotho Inclusive Education Policy 2018 is identified as complex and requires multi-stakeholder collaboration for effective implementation.
- Collaboration is considered a key tool for supporting the education of Learners with Special Education Needs (LSEN) under the policy.
- The study explores the perspectives and experiences of teachers regarding the effectiveness of collaboration.
- The research intends to provide evidence-based approaches to enhance inclusive education policy implementation through collaboration.
- The ecological systems theory frames the study's approach to understanding collaborative effectiveness.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1897114
Related resources
Previous
Foreign Interference Fears Over Cyberattacks on Academic Blogs
Next
Impact of virtual and hands-on laboratory experimentation on the acquisition of conceptual science knowledge: a meta-analysis
From memorization to meaningful learning: ADEA webinar explores critical thinking for transformative education in Africa
Knowledge Resource
ADEA drums up support for a more focused push for classroom delivery at the IBSA Quality foundational learning symposium
Knowledge Resource
Beyond the lab: ecological validation of classroom-native multimodal learning analytics in an active learning classroom
Knowledge Resource
What makes a “good” counterexample? Criteria for the comparison of counterexamples and for fostering subject matter-oriented reflections among preservice teachers
Knowledge Resource
Predictive impact of supported teaching in school practicum on pre-service teachers’ professional readiness to teach foundational literacy and numeracy
Knowledge Resource
Welcoming Tom Savage as Coursera’s New Chief Legal Officer and Secretary
Knowledge Resource
Citation
Cite the original work (APA 7)
The original source is authoritative for this citation. Cite the source publication directly — this attribution is pending verification. Open the original source.
Verification
This is an authenticated AZIZ OS resource record.
- Verification ID
- ASA-EXE-2026-00764
- Version
- v1.0 · r0
- Issued
- 25 September 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Collaboration as an effective tool for the implementation of the Lesotho inclusive education policy 2018: opportunities and challenges
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.