Abstract:
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.