Education Governance for Inclusive Education in Secondary Schools in Temeke District, Tanzania
Abstract
This study examined education governance for inclusive education in Secondary schools. Inclusive education is a complex process to achieve due to the context where it is applied and the complication of translating policy into practice. There are deliberate attempts to address challenges in the provision of inclusive education in Tanzania. However, the implementation is not adequate, and education opportunities for students with special needs are still minimal. The study used a qualitative research approach, where data were collected through in-depth interviews, non-participant observation, and documentary review methods. The study involved 40 teachers and 48 key informants, including heads of secondary schools, Education Officers, and parents. The findings showed that coordination and management of inclusive education are done at different levels of authority. Wards play the key role of linking schools and the services for the provision of education, including inclusive education. However, the facilities for the provision of inclusive education are still a challenge in secondary schools. There were also challenges in the implementation of education policies attributed to limited resources and coordination issues. Despite the efforts made to provide inclusive education in secondary schools, there are still implementation challenges to the provision of this education. Therefore, there is a need to continue making concerted efforts to improve the coordination and management of inclusive education for efficiency and effectiveness. The relevant Ministry (POR-LAG), in collaboration with education stakeholders, should facilitate the availability of resources and facilities for the provision of inclusive education.
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