Effective Implementation of Inclusive Education in Enhancing Quality Education in Public Primary Schools in Tanzania: The role of school culture

Steven Revelian,Eustard R Tibategeza

doi:10.22161/jhed.4.1.19

Abstract

This study assessed the effective implementation of inclusive education in enhancing quality education in public primary schools in Tanzania. It specifically aimed at assessing the contribution of school culture in the implementation of inclusive education in public primary schools in Karagwe district. The study employed a mixed method approach and was guided by behaviorism theory. Respondents were sampled by purposive sampling and simple random sampling techniques. The target population included teachers, head teachers, Primary District Education Officer, Ward Education Officer, District Special Education Officer and Quality Assurance Officers. The sample size comprised of seventy-six respondents. Data were gathered using questionnaire, interview and observation methods. Quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) version 20 and thematic analysis method for qualitative data. The study findings revealed that schools’ culture plays a major role in the implementation of inclusive education in public primary schools in Karagwe district. The study recommends that, heads of schools should be given in-service trainings on the importance of school culture and its role in the promotion of school effectiveness. This is because the heads of schools have a major role to play in building the school cultures in their schools.

Highlights

AND LITERATURE REVIEWAccording to UNESCO (2009), inclusive education is a process of addressing and responding to the variety of wants of all learners through cumulative participation in learning culture and communities and reducing their segregation from education
AND DISCUSSION 5.1 The contribution of the school culture in the implementation of inclusive education In order to explore the contribution of school culture in the implementation of inclusive education in Tanzania, both quantitative and qualitative data were presented
26 per cent of the informants had views that the level of contribution of school culture in the implementation of inclusive education is medium while 38 per cent of the respondents commented that it the contribution of school culture in the implementation of inclusive education is low

Summary

Introduction

AND LITERATURE REVIEWAccording to UNESCO (2009), inclusive education is a process of addressing and responding to the variety of wants of all learners through cumulative participation in learning culture and communities and reducing their segregation from education. Mbwambo (2015) state that the term inclusive education was coined as a result of the Salamanca Conference of 6th -7th June 1994 in Salamanca Spain organized by UNESCO. This conference advocated for children’s rights to education, with special emphasis being placed on children with special needs. The Salamanca conference was an international inclusive education stakeholders’ forum which provided a framework on how children with special needs should be accommodated in education systems all over the World. Possi and Milinga (2017) confirm that the government of Tanzania ratified the 1994 Salamanca statement which emphasized the need to provide basic education to exceptional individuals in Tanzania. Mbwambo (2015) reveals that the government of Tanzania ratified inclusive education conventions and agreements

Methods

Results

Conclusion