MANAGERS’ STRATEGIES FOR INCLUSIVE IMPLEMENTATION IN TECHNICAL VOCATIONAL AND TRAINING COLLEGES IN SOUTH AFRICA

Abstract

"Limited access to people with disabilities in institutions of higher learning is unfortunately a common trend in South Africa. The purpose of this paper was to explore strategies to implement in Technical Vocational Education and Training (TVET) colleges in order to promote inclusive education effectively; that is, to create smooth access for students with disabilities. Research that explored strategies regarding the implementation of inclusive education in TVET colleges had not been previously conducted in South Africa. Hence, this paper’s contribution focused on strategies for the implementation of inclusive education through the lens of students with disabilities. It also fits into the human pedagogy model that advocates accommodation of students as they are. This research was underpinned by a qualitative approach utilising the Interpretive Phenomenological Design. Data was gathered through document analysis and in-depth interviews involving twelve managers from four TVET Colleges in the Eastern Cape Province of South Africa. The findings indicated that although the managers understood the need for the implementation of inclusivity in colleges, very little was done to support students with disabilities. College management did not take ownership for driving, managing, and implementing their strategic plan. The findings also revealed the following: a lack of support structures, absence of the Disability Services Units, lack of partnerships with schools, no control over strategic planning, no evidence of policies on inclusion, lack of funds, and delays in providing services that support students with disabilities. It was recommended that managers implement strategies to create support structures, Disability Services Units, partnerships with similar schools, a strategic management plan, inclusion policies, and fundraising schemes to promote access to students with disabilities in colleges."