- Title
- Managing an inclusive school: a case study of a pilot school in Swaziland
- Creator
- Zimba, Zondani
- ThesisAdvisor
- Van der Mescht, Hennie
- Subject
- Inclusive education -- Swaziland -- Mbabane Special education -- Swaziland -- Mbabane Learning disabled children -- Education -- Swaziland -- Mbabane Students with disabilities -- Swaziland -- Mbabane School management and organization -- Swaziland -- Mbabane
- Date
- 2012
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- vital:1669
- Identifier
- http://hdl.handle.net/10962/d1003552
- Description
- Inclusive Education (IE) reflects the values, ethos, and culture of an education system committed to excellence by promoting education opportunities for all learners. IE is about building a more just society and ensuring the right to education for all learners regardless of their individual characteristics or difficulties (UNESCO: 2007). The kingdom of Swaziland has committed itself to high quality basic education which provides equal opportunities for all children and youth. This is evident in the Swaziland National Constitution (2006). To promote Education for All (EFA) as stated in the constitution, an IE Policy has been developed and a draft policy is in place. The programme has been operational since 2006. There are nine pilot schools and four teachers from each school who have been trained on how to handle pupils with disabilities. The programme will be rolled out to 608 primary schools by 2015. In this research, the goal was to investigate how a School Management Board responds to the challenges of managing an Inclusive School. This research is a qualitative interpretive case study based in one of the pilot schools in Mbabane in Swaziland. The study used document analysis, semi‐structured interviews and focus groups to collect data. The study revealed that the school has done much in accommodating IE as there are changes in management structures and approaches, organizational culture and operating procedures. On the other hand, there are still significant challenges such as a lack of knowledge of inclusion and negativity on the part of learners and parents. Other challenges include inadequate training for educators and lack of suitable infrastructure. The study concludes by recommending improved staff development programmes, infrastructure upgrades, acquiring appropriate teaching and learning resources and employing multidisciplinary personnel.
- Format
- 100 leaves, pdf
- Publisher
- Rhodes University, Faculty of Education, Education
- Language
- English
- Rights
- Zimba, Zondani
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