Inclusive Education
https://www.africaeducationhub.org/handle/123456789/20
2024-03-29T05:45:35ZGenerating Inclusive Education Data for Policy Influencing and Monitoring: The case of Pamodzi4Inclusive Education Data System in Tanzania, Kenya, and Malawi
https://www.africaeducationhub.org/handle/hesa/100
Generating Inclusive Education Data for Policy Influencing and Monitoring: The case of Pamodzi4Inclusive Education Data System in Tanzania, Kenya, and Malawi
David Simon, Kobia; Mpasuka, Willie; Nyalandu, Faraja; Odhiambo, Evans
Data-driven decision making is crucial for effective and efficient planning. Pamodzi4Inclusive Education is a data-driven project established to close the inclusive education awareness gap and the disconnect between policy and practice. The project set up the inclusive education data mapping system to avail comprehensive data on inclusive and special needs education to policy makers, civil society, and other stakeholders. This paper examines contributions of the data system in monitoring and influencing policies, value addition to the EMIS and community level advocacy efforts. A qualitative research approach was used involving Pamodzi project teams in Kenya, Malawi, and Tanzania comprising of social workers, IT personnel, monitoring and evaluation officers, project officers, community champions and the management. Government officers and community champions in the three countries were also involved in the study. Data was collected using seven online surveys, three country level focus group discussions, five key informant interviews and document review. The data system has made useful contributions to availability of inclusive education data by expanding data indicators, real time dynamism, georeferencing and visualization. There are progressive efforts to collaborate with and add value to EMIS and opportunities for collaboration with governments exist, though not fully exploited. Data generated was used in policy influencing and monitoring, informing submissions towards formulation of inclusive education laws and repealing inclusive education policies. The data informed the basis of community advocacy and awareness campaigns as a reference point for community led accountability initiatives. This paper recommends formulation and implementation of data sharing and open data policies, expanding EMIS data collection processes to allow crowd sourcing, full adoption of technology in data collection and management, and increased investments in data generation and management. Pamodzi data project has the potential for scaling up and replication and could open opportunities for civil society collaboration with government to improve generation, accessibility, and utilization of data to inform policy planning and implementation.
Research Paper
2023-07-01T00:00:00ZLesotho's Inclusive Education Policy and the continued exclusion of children with disabilities
https://www.africaeducationhub.org/handle/hesa/86
Lesotho's Inclusive Education Policy and the continued exclusion of children with disabilities
Lumina, Mulesa; Hodgson, Timothy Fish
The Kingdom of Lesotho (Lesotho) has assumed international legal obligations to ensure access to quality, inclusive education for children with disabilities, by acceding to treaties including: the Convention on the Rights of Persons with Disabilities (CRPD); the International Convention on Economic, Social and Cultural Rights (ICESCR); the International Covenant on Civil and Political Rights (ICCPR); the Convention on the Rights of the Child (CRC); the African Charter on Human and People’s Rights; and the African Charter on the Rights and Welfare of the Child.
Lesotho is bound to submit periodic reports on its compliance with the provisions of these treaties, upon which the bodies responsible for monitoring their implementation provide concluding observations and recommendations. The concluding observations may include concrete, focused and implementable guidance on realizing the right to inclusive education. In serial breach of its reporting obligations, Lesotho has only submitted a periodic report to the Committee on the Rights of the Child, which has expressed concern on the limited access to education for children with disabilities.
According to an unofficial list of special and inclusive schools provided to the ICJ in late 2022, there are six (6) special schools (including one resource centre), and fifteen (15) inclusive schools operating in Lesotho. It is therefore likely that many children with disabilities remain out of school, or in schools that cannot appropriately accommodate their educational needs. Given the limited number of these schools, and their lack of capacity to accommodate learners with all types of disabilities, the majority of children with disabilities are not able to attend them.
A briefing paper.
2023-04-01T00:00:00ZINCLUSIVE EDUCATION IN THE SOUTH-EAST AFRICA
https://www.africaeducationhub.org/handle/hesa/80
INCLUSIVE EDUCATION IN THE SOUTH-EAST AFRICA
Hau & Hau Consulting
The Pamodzi for Inclusive Education in South-East Africa (PIESEA) is a transnational alliance of four organizations based in Africa which is being funded by Education Out Loud (EOL), a grant fund supported by the Global Partnership for Education (GPE) run by Oxfam IBIS. The consortium is led by Rays of Hope Ministries, an NGO based in Malawi, and its partners: Fount for Nations - Malawi, Kesho Kenya - Kenya, and Shule Direct - Tanzania. The project commissioned an inclusive study with the objective of determining the state of Inclusive Education in Malawi, Kenya, and Tanzania. This study adopted a mixed methods approach combining analysis of data derived from a desk study and that from Interviews of Key informants in three countries. It also incorporated findings and analysis from the best practices country studies conducted in Malawi, Tanzania, and Kenya. The causal analysis emphasizes four domains: the enabling environment; the supply-side conditions; the demand-side conditions; and the quality of provision. These four domains provided the theoretical framework.
Research Report
2022-09-01T00:00:00ZTHE NEED FOR TEACHER PRE- SERVICE AND IN-SERVICE TRAINING IN LESOTHO’S INCLUSIVE EDUCATION
https://www.africaeducationhub.org/handle/hesa/58
THE NEED FOR TEACHER PRE- SERVICE AND IN-SERVICE TRAINING IN LESOTHO’S INCLUSIVE EDUCATION
Lesotho Council of NGOs
The obligation to educate all people, including people with disabilities, was proclaimed by Article 26 of the Universal Declaration of Human Rights in 1948: Everyone has the right to education (United Nations, 1948). After much lobbying by Disabled People Organizations (DPOs) in the mid-80s, Lesotho finally lay the ground work for a policy to integrate children with disabilities into the mainstream schooling system in 1990 (Stubbs, 2000: 1). These efforts finally matriculated with the Ministry of Education and Training producing and adopting an Inclusive Education Policy in 2018. The policy had been long awaited as available data indicates that “children living with disabilities enrolled in ECCD schools were less than two percent between 2015 and 2017 nationwide” (MoDP: 41). An overarching policy that brings synergy to all policies relating to special needs education and providing quality education to students with such needs was thus in dire need. The former has been achieved however fixes are required in bolstering the quality. A study by the National University of Lesotho as well consultations with teacher formations held by LCN have unearthed inconsistencies in the special-needs education (SNE) training provided to teachers, with some teachers having undergone a training of some form whilst most have not. It is therefore recommended that Lesotho develop a Special Needs Education Training Manual to ensure consistency and then provide universal pre-service training for those entering the teaching fraternity and in-service training for teachers already in service on the basis of these manuals. This should bolster the competency and skill-set of all teachers to deliver quality education to all students including learners with special education needs (LSEN)
2021-11-01T00:00:00Z