Local knowledge in inclusive education policies in Africa: informing sustainable outcomes.

Chioma O. Ohajunwa

doi:10.4102/ajod.v11i0.941

Abstract

BackgroundThis article presents on the outcomes of a study that focused on an analysis of inclusive education (IE) policies in South Africa, Ghana and Uganda. Persons with disabilities live within communities and are raised by the values that apply within their communal context. Policymaking is intricately linked to policy implementation, and the inclusion of local knowledge strengthens policy influence, impacting on implementation processes.ObjectivesThis research study explored the definition and foci of inclusion, whether local knowledge is included and how it is represented within the national inclusive education policy in South Africa, Ghana and Uganda. This study reports on the outcomes of the second objective on inclusion of local knowledge.MethodA qualitative, critical, interpretative and constructivist approach was utilised for the study. Data were gathered through a desktop review and in-depth, individual interviews.ResultsThere is inclusion of some local knowledge within the national policies; however, this is minimal and insufficient. Participants argue that even when it is included, it is often embedded or implied, that local knowledge should be made more prominent within inclusive education policies as local knowledge is a community resource that supports policy implementation.ConclusionThe inclusion of local community knowledge and ways of knowing within inclusive education policies is viewed as a critical and an integral aspect of policymaking. It will help to address the challenges of stigma and negative attitudes, promoting a continuity of knowledge that supports local values and well-being of children with disabilities and their communities.

Highlights

There is an established connection between education and health, as education is a social determinant of health (Albert & Davia 2011; Fatima 2011; Ross & Wu 1995)
Studies conducted in Europe, Africa and other parts of the world have revealed a direct impact of the educational level of a person on his or her capacity to access economic and social resources that affect their quality of life (Jude, Houeninvo & Sossou 2015; Shankar et al 2013; Telfair & Shelton 2012)
Sustainable Development Goal (SDG)-4 on education refers to values of equity, inclusion, diversity, equal opportunity and non-discrimination, positing education as a tool for building a moral and just society (Engsig & Johnstone 2015; Magnússon, Göransson & Lindqvist 2019; UNESCO 2020). It is concerned with issues of diversity, equity and the building of a moral and just society as stipulated by the SDG above that we argue for the relevance of including local or citizengenerated knowledge into policy development

Summary

Introduction

There is an established connection between education and health, as education is a social determinant of health (Albert & Davia 2011; Fatima 2011; Ross & Wu 1995). Studies conducted in Europe, Africa and other parts of the world have revealed a direct impact of the educational level of a person on his or her capacity to access economic and social resources that affect their quality of life (Jude, Houeninvo & Sossou 2015; Shankar et al 2013; Telfair & Shelton 2012). Ross and Wu (1995), proposed three key areas where education indirectly has an impact on our health and well-being - work and economic conditions, social-psychological resources and health lifestyle. Whilst not excluding the psychosocial impact of work and economic resources of income, the attainment of education is the most critical socioeconomic status related to health (Ross & Wu 1995). Policymaking is intricately linked to policy implementation, and the inclusion of local knowledge strengthens policy influence, impacting on implementation processes

Objectives

Discussion

Conclusion