@article{Mosia_Lephoto_2021, title={Supporting vulnerable learners in Lesotho Education System: The case of Lekhalong Combined School}, volume={2}, url={https://journals.nul.ls/index.php/tsebo/article/view/10}, abstractNote={<p><em>This article explores a dissonance between the way reports published by the Ministry of Education and </em><em>Training (MOET), explain how schools are supported and empowered to be inclusive of learners with</em> <em>barriers to learning and development, and perception that teachers, in one school, have of the support to</em> <em>vulnerable learners. A qualitative approach was used to gather and analyse data, and results indicate that </em><em>the MOET documents learners’ registration annually, including learners with disability and orphans, and </em><em>spends huge sums of money on bursaries and book subsidies. The Ministry’s records also show training of</em> <em>teachers on counselling as it plans to establish support structures from schools to the Ministry</em> <em>headquarters. However, teachers deny receiving any training on counselling and yearn for any form of </em><em>support from MOET: schools lack systematic methods of assessing learners’ needs, and psycho-social </em><em>support to learners is not only minimal but also lacks continuity. Teachers mostly focus on their teaching </em><em>load in overcrowded classes while mostly oblivious of learners’ individual psycho-social needs. It is</em> <em>recommended that the MOET develop clear policy guidelines on psychosocial support to vulnerable </em><em>learners, provide requisite resources for such support and devise mechanisms to assess efficiency of s</em><em>uch </em><em>support.</em></p>}, number={5}, journal={TSEBO: Journal of Humanities}, author={Mosia, Paseka Andrew and Lephoto, Malephoto}, year={2021}, month={May}, pages={92–105} }