The end of British colonial rule in 1966 provided an impetus for curriculum reform in Lesotho. Since then, a number of
curriculum and assessment reforms have been attempted, albeit with a little success. In all cases, the aim has been to achieve
the goals of education for national development. The Curriculum and Assessment Policy 2009 represents the latest education
reform, which marks a departure from the subject and examination-oriented curriculum to a new dispensation wherein
curriculum is organised into learning areas reflecting practical life challenges. In this paper, we analyse the content of this
policy document in order to identify the underlying assumptions about curriculum, pedagogy and assessment focusing on
secondary education. We take a critical perspective on policy analysis to uncover contradictions and paradoxes associated
with the educational discourses being promoted by the document. We further discuss the implications of curriculum policy
intentions of the document, highlighting opportunities and threats for educational development in Lesotho. Based on the
findings of our review, we argue that although the new policy creates opportunities for personal growth of learners and
economic development in Lesotho, there are threats and challenges, which can be detrimental to its successful
implementation.

doi: 10.15700/201503070025