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Press Releases

October 31, 2018

Signing of Grant Agreement with Lesotho: Support for the creation of a learning environment that accommodates disabled students

photosigning ceremony

On October 30, the Japan International Cooperation Agency (JICA) signed a grant agreement with the Government of the Kingdom of Lesotho in Maseru to provide grant aid of up to 1.864 billion yen for the Project for the Improvement of Secondary Schools.

Under this project, the educational environment will be improved and the learning environment will be upgraded at four deteriorating secondary schools where disabled students are enrolled to accommodate disabled students toward an inclusive learning environment. It is expected that this project will strengthen the human resource development and social infrastructure in Lesotho.

Details for the project are provided below.

[Basic project information]
Country Kingdom of Lesotho
Project title The Project for the Improvement of Secondary Schools.
Planned implementation period 43 months, including detailed design work and the bidding period
Executing agency Department of Secondary Education, Ministry of Education and Training
Target region, facilities Abia High School (Maseru District), Motsekuoa High School (Mafeteng District), Mt. Royal High School (Leribe District) and St. Catherine’s High School (Maseru District)
Specific project details (provisional) (1) Facility construction/equipment procurement
Abia High School: classroom building, science and laboratories, dormitories, others.
St. Catherine’s High School: administration building, dormitories, others.
Motsekuoa High School: classrooms, science and ICT laboratories, dormitories, others.
Mt. Royal High School: dormitories, others.
Equipment: Inclusive educational equipment, classroom furniture, and science and ICT laboratory equipment.

(2) Consulting services
Detailed design work, bidding assistance, construction/procurement supervision,(as guidance in managing the facilities) guidance for improving knowledge and techniques pertaining to inclusive education of the faculties at the target schools, and for formulating school administrative policies pertaining to inclusive education.


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