Effective Inclusive Education

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Problem and its context
1.0 Introduction
The study sought to evaluate the effectiveness of inclusive education in Swaziland. It is a case study of one of the schools which were engaged to pilot Inclusive Education by the Special Education Unit in the Ministry of Education and Training in the year 2006. This was in a bid to implement the Inclusive Education Draft Policy of 2005 (Ministry of Education and Training, 2010). Inclusive Education is a new educational programme which has been influenced by the global commitment to achieve Education for All (EFA) by 2015 (Dakar Framework of Action, 2000). The researcher was motivated to engage in such a study, so as to find out how one school, which has adopted the inclusive education approach in Swaziland is faring in the verge to achieve this global initiative, whose purpose is to ensure that all learners regardless of their social background and disability have a place in the nearby schools. The country is trying to align with the global trends; the researcher therefore found it more important to evaluate the effectiveness of Inclusive Education as a positive means to mirror the nation’s efforts to find out whether the nation is on the right track in meeting this global initiative. This study will help to shed light to all stakeholders involved in the implementation of inclusive education in Swaziland and will be a road map as how we can go about in ensuring that we achieve this global initiative as a country. 1.1 Lay out of the study

Chapter one will consist of the background information to help us understand Swaziland’s education system and some of the challenges that are being faced by the country in its endeavor of achieving universal free primary education and inclusive education. This chapter will also include the problem statement; objectives of the study; research questions; limitations of the study and definition of terms which will assist in giving more clarity and direction to the whole study. Chapter two will be the review of related literature which will be basically findings from others about the effectiveness of inclusive education and will assist in the evaluation process because will provide insight on what other researchers have done and found in this regard. Chapter 3 will consist of the research design and methodology which describe how the research will be conducted and what instruments will be used in the data collection process. Chapter 4 will be findings and discussions; chapter 5 will be summary, conclusions and recommendations. 1.2.0 Background of the Study

Swaziland is a landlocked country located in the Southern part of Africa. Countries neigbouring her are South Africa on the North, South and West and Mozambique on the East. Swaziland has four administrative regions; the Hhohho, Manzini, Lubombo and Shiselweni regions. The capital city of Swaziland is Mbabane. According to Swaziland Population and Housing Census (SPHC) of 2007 Swaziland has a population of 1 018 449 people and an area of about 17 364 kilometers which make her one of the smallest countries in Africa. The adoption of the country’s constitution in 2005 has been an important milestone as it came up with policies that are in line with contemporary issues that affects our society today (Swaziland Millennium Development Goals Progress Report 2010). 1.2.1 The Swaziland Education System and its Challenges

The education system in Swaziland is faced with some challenges. This is according to the United Nations Development Assistance Framework Complementary Country Analysis (2011-2015:56) which articulates them as follows: In the first two decades after independence in 1968, Swaziland made remarkable progress in the expansion of educational provision. By 1985, the country had achieved Universal Primary Education as there were enough places in educational institutions for all school-going aged children. However, with the turn of the century Swaziland found herself faced with...
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